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ZHniberSitpof  JOtortb  Carolina 


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Digitized  by  the  Internet  Archive 
in  2019  with  funding  from 
University  of  North  Carolina  at  Chapel  Hill 


https://archive.org/details/physicaleducatioOOpark 


Physical  Education 

by 

Herbert  W.  Park 

Supervisor  of  Physical  Education 


Public  Schools 
Greensboro,  N.  C. 
1923 


Y* 


DEDICATION 

To  the  Children  of  Greensboro 

If  this  hook  will  add  a  little  joy  and  laughter  to  the 
daily  routine  of  the  regular  class  work ,  if  in  the  after 
school  hours  it  will  teach  them  to  play  to  win  with  all 
their  might,  hut  with  this  cultivate  a  sense  of  honor,  it 
has  then  served  its  purpose. 


PHYSICAL  TRAINING 

Through  wisely  directed  play  and  exercise  to  develop  a  100 %  American 

A  Moral  Code  for  Children  in  Ten  Laws 
Aims:  Patriotism,  Health,  Self-Control 

1st.  7  he  Law  of  Health:  The  Good  American  Tries  to  Gain  and  to 
Keep  Perfect  Health. 

2nd.  7  he  Law  of  Self-Control:  The  Good  American  Controls  Himself. 

3rd.  The  Law  of  Self-Reliance :  The  Good  American  is  Self-Reliant. 

4th.  The  Law  of  Reliability :  The  Good  American  is  Reliable. 

5th.  The  Law  of  Clean  Play:  The  Good  American  Plays  Fair. 

6th.  The  Law  of  Duty:  The«Good  American  Does  His  Duty. 

7th.  The  Law  of  Good  Workmanship:  The  Good  American  Tries  to 
do  the  Right  Thing  in  the  Right  Way. 

8th.  The  Law  of  Team-Work:  The  Good  American  Works  in  Friendly 
Co-operation  with  His  Fellow  Workers. 

9th.  The  Law  of  Kindness:  The  Good  American  is  Kind. 

10th.  The  Law  of  Loyalty:  The  Good  American  is  Loyal. 


3 


PROGRAM  FOR  GRADES  1  AND  2 

Each  class  shall  include  in  its  program  a  minimum  of  170  minutes 
weekly,  divided  approximately  into  the  following  periods: 

Fifty  minutes  weekly  for  relief  periods  (ten  minutes  daily),  twenty 
minutes  a  week  for  a  supervisor’s  period,  and  one  hundred  minutes  a 
week  (twenty  minutes  daily)  for  organized  recess  periods.  In  the 
organized  recess  period  vary  the  lessons  with  the  story  plays,  rhythmic 
work,  and  games  outlined. 

TO  THE  TEACHER 

1.  Although  children  tend  to  enter  into  all  activities  spontaneously, 

they  need  adult  leadership,  and  if  they  have  not  this  adult  lead¬ 
ership,  the  play  and  the  education  involved  in  play  break  down. 

2.  You  as  a  teacher  should  feel  the  responsibility  of  this  leadership. 

3.  The  success  of  all  depends  on  the  attitude  of  the  one  in  charge. 

Enthusiastic  and  prompt  leadership  is  the  main  thing. 

4.  Play,  if  wisely  conducted,  produces  health  habits — physical,  men¬ 

tal  and  moral,  according  to  the  leadership. 

5.  Teach  one  game  at  a  time  and  teach  it  thoroughly. 

6.  Know  the  rules  yourself  and  teach  them  to  your  class. 

7.  Never  let  the  class  rule  the  period.  Plan  periods,  set  rules,  and 

abide  by  them. 

8.  All  children  should  play.  Be  firm  and  resourceful  and  play  your¬ 

self. 

9.  Do  not  treat  children  as  though  they  were  fragile. 

10.  When  Supervisor  or  Assistant  is  giving  work  in  your  room,  note 

work  done,  especially  methods  of  presenting  work,  and  rhythm. 
The  demonstration  is  for  your  benefit.  Be  prepared  to  demon¬ 
strate  class  work  for  Supervisor  or  Assistants  at  any  time. 

11.  The  Physical  Training  Program  is  for  every  one  in  so  far  as  he 

or  she  is  physically  fit  and  capable  of  doing  so. 

12.  A  thorough  physical  examination  will  discover  pupils  who  should 

be  excused  from  certain  exercises  and  point  out  others  who  may 
take  special  exercises. 

RELIEF  PERIODS 

Make  these  periods  attractive  and  interesting.  Keep  the  class  alert. 
Teachers  need  relief  as  well  as  the  children.  Give  the  room  a  gen¬ 
eral  airing  during  this  period.  .Monitors  or  class  health  officers  may 
be  appointed  to  help  the  teacher  in  these  duties.  Remove  litter  that 
may  have  appeared  and  put  room  in  order. 


4 


lake  class  out  of  doors  providing  conditions  are  favorable  You 
and  the  class  will  get  out  oi  this  period  as  much  as  you  put  in  it. 

Suggestions  for  Relief  Periods 

1.  Skipping. 

2.  Fire  engine. 

3.  Do  this,  do  that,  and  such  games. 

4.  Jump  brook. 

5.  High  touch. 

6.  Ladder  climbing. 

7.  Snowballing. 

8.  Follow  the  leader. 

9.  Flopping. 

10.  Changing  seats. 

11.  Form  circle  quickly  (any  short  game). 

12.  Stretching  (as  when  tired). 

13.  Fleads  on  desk  and  rest. 

14.  Short  run  out  of  doors. 

15.  Adaptation  of  parts  of  story  plays. 

16.  Hurdling  seats. 

17.  L'se  of  tumbling  rug  for  somersaults. 

!a  Simple. 
b  Soldier  boy. 

c.  Clapping  of  hands  on  certain  count. 

d.  Counter  marching  in  aisles. 

e.  With  various  arm  movements  and  placings. 

19.  Give  plenty  of  deep  breathing. 

Correct  Sitting  Position 

Feet  flat  on  the  floor  under  the  desk,  sitting  well  back  in  the  seat 
with  whole  spine  supported  by  back  of  chair.  Clasp  hands  on  top  of 
desk. 

Ready  to  Stand 

Class — ready  to  stand!  in  two  counts.  On  one  slide  to  right  (left) 
of  seat  with  right  (left)  foot  in  aisle  (outside  of  iron  brace  of  desk), 
gripping  each  side  of  the  top  of  desk;  on  two  with  slight  push  from  desk 
stand  in  the  middle  of  aisle  at  attention. 

Standing  Position 

Fleels  together,  toes  slightly  turned  out,  weight  resting  equally  on 
ball  of  feet  and  heels,  arms  down  with  hands  close  to  thighs,  chest 
broad,  chin  in,  and  as  tall  as  possible. 


Breathing 

West  Point.  As  standing  position,  rotate  the  arms  from  the 
shoulder  until  the  palms  face  outward,  with  deep  breathing.  Return  to 
standing  position  and  exhale. 

At  Ease  (Standing) 

1  eet  apart  with  weight  equally  distributed  on  both  feet,  hands 
grasped  behind  back. 

At  Ease  (Sitting) 

Sit  in  a  rest  position. 

Attention 

To  obtain  attention  of  the  class  command,  Class,  Attention!  (as 
standing  position). 

Correct  Walking 

Urge  the  straight  forward  position  of  the  feet  in  walking  (Indian 
fashion). 


Correct  Standing  Position 
Correct  Weight  Carrying 


6 


Correct  Walking  Position 


STORY  PLAYS 

^  oung  children  are  appealed  to  best  through  their  imaginations 
and  they  are  happiest  in  pretending  and  in  imitating  the  every  dav 
activities  of  life. 

Story  plays  take  the  place  ot  formal  gymnastics  and  the  move¬ 
ments,  which  are  imitative  of  well-known  activities,  are  done  by  sug¬ 
gestion  from  the  teacher.  This  is  the  age  of  individual  and  imitative 
play.  No  stress  must  be  laid  upon  uniformity  among  the  children. 
Let  each  child  carry  on  his  own  plan. 

SUMMARY  OF  MATERIAL  FOR  GRADES  1  AND  2 

First  Semester:  10  Story  Plays,  8  Rhythmic  Plays,  15  Games 
Teach  only  one  story  play  for  a  lesson. 

SEPTEMBER 
Building  a  Bonfire 

1.  Wind  blows  leaves  from  trees.  Arms  overhead  fall  slowly  to  side 

with  fingers  fluttering. 

2.  .Rake  up  leaves. 

3.  Take  armfuls  and  put  in  cart. 

4.  Run  with  it  to  bonfire.  Running  around  room.  Hands  behind 

back  as  if  dragging  cart.  Empty  cart  on  desk. 

5.  Blow  fire  to  make  it  go.  Fire  is  on  desk  or  seat.  Stoop,  take  deep 

breath,  and  blow  across  desk  or  seat. 

6.  All  skip  around  fire.  Two  rows  around  one  row  of  desks. 

7.  Breathe  in  fresh  air. 

Nutting 

1.  Children  run  to  woods.  Two  rows  around  one  row. 

2.  Climb  the  trees.  Hand  over  hand  and  take  high  step. 

3.  Shake  the  trees  to  make  nuts  fall. 

4.  Come  down  the  trees. 

5.  Gather  nuts. 

6.  Break  a  few  nuts  with  heel.  Eat  the  meat. 

7.  Carry  a  big  bag  filled  with  nuts  home.  I  wo  rows  around  one  row. 

Soldiers 

1.  Marching  with  guns.  Boys  whistling  and  the  leader  of  each  row 

drumming.  Captain  stands  on  a  chair  in  front  ot  room,  and  as 
each  one  goes  by  they  salute  him. 

2.  Target  practice.  Load  gun.  First  shoot  from  standing  position, 

then  kneeling  on  one  knee. 


7 


3.  Hoist  the  American  flag.  Reach  high  overhead  with  one  hand,  and 

as  it  is  pulled  down  reach  up  with  other,  bending  knees  with 
each  pull. 

4.  All  give  flag  salute.  Bring  the  right  hand  on  the  first  word  “1” 

straight  up  so  that  the  forefinger  touches  the  right  eye-brow, 
thumb  held  along  underside  the  forefinger  and  elbow  is  brought 
half  way  up  to  shoulder  level.  On  the  last  word  “all”  the  hand 
is  lowered.  “I  pledge  allegiance  to  my  flag  and  the  republic 
for  which  it  stands,  one  nation  indivisible,  with  liberty  and 
justice  for  all.” 

5.  Blow  bugle.  Take  deep  breath  and  give  a  bugle  call. 

OCTOBER 

Playground 

1.  Run  across  street  to  playground. 

2.  Going  down  the  “slippery  slide”. 

3.  The  merry-go-round  (giant  stride). 

4.  The  see-saw! 

5.  The  sandbox. 

6.  Run  home. 

7.  Breathing. 

Automobile 

1.  Stooping,  crank  automobile,  first  one  hand  and  then  the  other. 

2.  Run  around  room  steering  and  blowing  horn. 

3.  Flat  tires,  so  have  to  pump  them. 

4.  Tired  from  bending,  so  stretch  arms  up  high. 

5.  Ride  home. 

6.  Breathe  in  fresh  air. 

NOVEMBER 
Thanksgiving  Pies 

1.  Shake  flour,  both  hands  hold  sieve.  Shake  from  side  to  side  over 

desk. 

2.  Stir  up  everything  as  if  bowl  were  on  desk. 

3.  Roll  out  crust. 

4.  Put  in  oven.  4'ake  three  pies,  one  at  a  time,  and  put  in  opposite 

desks. 

5.  Run  out  doors  while  pies  are  baking. 

6.  Take  pies  out  of  oven. 

7.  Smell  of  pies,  they  are  so  good. 


8 


I  NDIANS 

1.  Follow  trail.  Walk  around  room  with  very  light  step,  looking 

ahead  with  hand  shading  eyes,  bending  down  to  hide  behind  the 
bushes,  etc. 

2.  Paddle  canoe,  sitting  on  desks,  paddling  on  right  side,  then  on  left. 

3.  Shoot  with  bow  and  arrow.  Raise  bow  to  position,  draw,  shoot. 

4.  Chop  wood  for  camp  fire.  Swing  ax  over  right  shoulder, ’  then  over 

left. 

5.  Fire  dance. 

6.  Smell,  to  be  sure  fire  is  all  out  before  leaving  camp. 


DECEMBER 

✓ 

Going  for  the  Christmas  Tree 

1.  Put  on  hats  and  coats. 

2.  Walk  to  woods  dragging  sleds  behind. 

3.  (.hop  down  trees.  (Swinging  ax  over  right  shoulder,  then  over 

left.) 

4.  Load  on  sleds.  Stoop  down  and  lift  trees. 

5.  Drag  sleds  home.  Hands  behind  as  if  holding  the  rope. 

6.  Dance  around  Christmas  tree. 

7.  Deep  breathing.  Smell  the  evergreen. 

The  Toyshop 

The  entire  group  is  supposed  to  have  been  on  a  shopping  expedition 
on  which  toys  were  purchased.  Each  one  is  to  imitate  the  sound  or 
act  out  a  toy,  and  continue  until  the  toy  is  guessed. 

JANUARY 
T he  Snowstorm 

1.  The  snow  falling.  One  row  at  a  time  runs  around  the  room  like 

snow  flakes,  twirling  in  the  corners  of  the  room. 

2.  The  wind  blowing.  Let  children  whistle  like  the  wind. 

3.  Children  go  out  to  play.  Put  on  coats,  caps  and  boots. 

4.  Wade  through  snow.  Pull  knees  high. 

5.  Step  on  a  fence  and  jump  in  snowr  drift. 

6.  Make  a  snow  man.  Stoop  down,  gather  up  and  roll  to  front  of 

room.  Then  roll  back.  When  complete,  have  a  child  come 
forw/ard  for  the  snow^  man. 

7.  Make  snowballs. 

8.  Throw  at  man. 

9.  Breathing  to  get  warm. 


9 


I  he  Eskimo 


1.  Driving  Eskimo  dogs.  Two  rows  around  one  row  of  seats. 

2.  Sea  gulls  flying.  Raise  the  arms  at  side  to  shoulder  level.  Take 

short  running  steps;  the  wings  soar  and  skim  over  the  water. 

3.  Build  an  Eskimo  hut.  Cut  block  of  ice,  pack  it  layer  by  layer. 

4.  Run  around  hut. 

5.  Bears.  Each  row  walks  around  room  and  down  to  seats.  (Bend 

the  elbows  and  let  hands  droop  in  front  like  paws.) 

6.  Ready  for  rest.  Breathing. 

SUMMARY  OF  MATERIAL  FOR  GRADES  1  AND  2 

Second  Semester:  10  Story  Plays.  8  Rhythmic  Plays.  15  Games. 

FEBRUARY 

George  Washington’s  Cherry  Tree 

1. *  Run  out  to  field  with  hatchets  over  shoulders. 

2.  Cut  down  cherry  tree. 

3.  Pile  up  small  branches  neatly. 

4.  Chase  cap  which  the  wind  has  blown  off.  (Running.) 

5.  Arms  tired.  Stretch  arms  up  with  breathing  in  and  bend  with 

breathing  out. 

COW  BOY 

1.  Twirl  lasso  (alternate  left  and  right). 

2.  Ponies  gallop. 

3.  Shoot  balls. 

4.  Balance  on  pony. 

5.  Gallop  home,  and  at  signal  from  the  teacher  all  stop  while  still 

galloping  pick  up  a  handkerchief  and  wave  it  in  air  until  seats 
are  reached. 

6.  Rest  at  evening,  breathing. 

MARCH 
Rainy  Day 

1.  Skip  out  to  play. 

2.  Look  up  at  clouds. 

3.  Blow  clouds  away. 

4.  Lightning. 

5.  Swaying  of  trees.  Each  row  imitate  different  trees. 

6.  Jump  over  mud-puddle. 

7.  Blow  clouds  away. 


10 


I  I OU SEC LEAN  I NG 


1.  Open  windows. 

2.  Roll  up  rugs. 

3.  T  ake  out  of  doors  over  shoulder. 

4.  Beat  them.  Shake  them. 

5.  Sweep  house.  Dust. 

6.  Take  in  rugs. 

7.  Get  dust  out  of  lungs.  Breathing. 

APRIL 

Spring 

1.  Run  to  the  woods.  Once  around  row'  of  seats. 

2.  Smell  violets  that  are  hidden  in  the  leaves.  Take  a  deep  breath. 

3.  Flying  with  iairies  to  wake  up  the  flowers.  Run  once  around  row 

ot  seats,  waving  arms  like  wings. 

4.  Growing  of  flowers.  Crouch  down  on  floor  with  head  low  and  arms 

folded  in  close  to  sides.  Rise  very  slowly.  First  the  arms 
(leaves)  stretch  up.  4  hen  slowly  stand  up.  The  head  (flower) 
comes  up  very  high  at  the  last. 

5.  Take  deep  breaths  to  smell  the  flowers. 

6.  Run  home. 

Base  Ball  Game 

1.  Teacher  throws  ball  and  children  jump  into  air  to  catch  it.  Repeat, 

children  jumping  and  reaching  to  side  as  well  as  up  to  catch  it. 
A  child  may  be  chosen  to  act  as  pitcher. 

2.  Every  time  they  catch  it  they  throw  it  back  to  the  pitcher. 

3.  Pitcher  throws  the  ball  and  children  bat  it,  having  two  strikes  and 

several  fouls  before  they  hit  it  for  a  run. 

4.  Make  a  home  run  by  each  two  rows  running  around  one  row  of 

desks. 

5.  Throw  caps  in  air  because  game  is  won. 

6.  Side  wins,  so  breathe  deeply  and  cheer,  rah,  rah,  rah,  while  waving 

caps. 

MAY 

Ways  of  Crossing  a  Stream 

1.  By  wading.  Lift  knees  high. 

2.  Swimming.  Raise  arms  shoulder  high.  Part  arms  sideways  and 

step  forward. 

3.  Rowing.  Sitting  sideward,  bend  forward,  work  arms  as  rowing. 

4.  Stepping  on  stones. 

5.  Jumping.  Draw  two  lines  on  floor  as  for  brook.  Children  must 

jump  clear  of  brook  and  not  wet  feet. 

6.  Resting. 


II 


Making  Ice  Cream 

1.  Stir  ice  cream  before  freezing.  Stir  in  large  bowl  on  top  of  desk. 

2.  Pour  mixture  into  freezer  on  floor  and  carry  down  stairs.  Careful, 

high  steps  in  place. 

3.  Raise  hammer  over  shoulder  and  pound  ice  into  small  pieces  with 

hammer. 

4.  Pack  around  freezer.  Take  handfuls  from  box  on  floor  and  place 

in  freezer  on  desk. 

5.  Hands  cold,  so  must  shake  them. 

6.  Freeze  ice  cream.  Turn  large  handle  with  one  hand  then  the  other. 

7.  Eat  ice  cream. 

8.  Breathing. 

OPTIONAL  STORY  PLAYS 

Note. — In  the  above  material  two  Story  Plays  a  month  is  the  mini¬ 
mum  to  cover.  Should  extra  material  be  desired,  the  teacher  may 
choose  from  the  optional  list. 

Cat  and  Mice 

1.  Mice  run  to  pantry.  One  row  at  a  time.  Run  very  softly  so  cat 

won’t  hear. 

2.  Smelling  cheese  on  top  shelf.  On  tiptoe  stretch  arms  upward  and 

smell  for  cheese.  Breathe  in  and  out  with  deep  breaths. 

3.  Cat  stretches  himself  on  waking  (stretch). 

4.  Cat  tries  to  look  on  top  shelf  and  lowest  shelf.  Heels  raise.  Knees 

bend. 

5.  Mice  jump  over  a  large  bowl  of  milk  on  shelf.  Draw  circle  on 

floor.  Children  run  around  room  and  jump  over  circle. 

6.  Breathing.  Glad  to  get  home. 

Building  a  House 

1.  Run  across  field.  Each  two  rows  run  around  one  row  of  desks. 

2.  Digging  cellar. 

(a)  Break  up  ground  with  pick-axe.  One  foot  forward,  swing  pick¬ 
axe  high  over  one  shoulder  and  then  to  ground. 

(b)  Shovel  dirt.  Throw  over  R  (L)  shoulder. 

3.  Climb  out  of  cellar.  Hands  on  hips,  lift  knees  high,  six  or  eight 

steps. 

4.  Climb  ladder. 

5.  Painting  house.  Stoop,  dip  brush  in  pail,  reach  high  up  and  make 

strokes  from  side  to  side  in  front  of  body,  stooping  as  they  near 
end.  Dip  brush  in  pail,  etc. 

6.  Run  home.  Jump  across  brook. 

7.  Breathing.  Smell  dinner  cooking. 

12 


In  the  Tobacco  Fields 

T  Go  to  the  fields.  Two  rows  around  one  row  of  desks. 

2.  Set  out  tobacco  plants.  Make  hole  in  the  ground,  put  in  plants, 

and  place  dirt  around  them. 

3.  Stretch  upward  as  plant  grows. 

4.  Pull  off  leaves  and  pack  in  basket. 

5.  Place  basketsvon  the  wagon. 

6.  Drive  to  tobacco  barn. 

7.  Reach  high  to  hang  tobacco  on  racks. 

8.  Smell  tobacco. 

Washing 

1.  Wash  clothes.  Seats  raised.  Stand  between  seat  and  desk,  facing 

front  of  room.  Use  back  of  seat  in  front  of  each  child  as  wash¬ 
board.  Lean  well  over  and  scrub  hard. 

2.  Put  clothes  through  wringer.  Stand  in  aisle,  facing  side  of  room. 

Left  hand  guides  clothes  while  right  hand  turns  handle. 

3.  Run  with  basket  to  clothes  line.  Basket  held  high  over  head.  Each 

two  rows  run  around  one  row  of  desks. 

4.  Shake  out  clothes  and  hang  them  on  line.  Shake  clothes  with  both 

hands  and  then  reach  up  on  tiptoes  to  hang  clothes  on  line. 

5.  Run  out  to  play  while  clothes  dry.  Each  two  rows  run  around  one 

row  of  desks. 

6.  Breathing. 

Birthday  Party 

1.  Go  to  party. 

2.  Reach  high  to  ring  door  bell. 

3.  Peanut  hunt.  Children  walk  around  rows,  stop  to  pick  up  peanuts 

when  teacher  gives  signal. 

4.  Pulling  molasses  candy.  Pull  hard,  spreading  hands  wide  apart. 

5.  Blow  out  candles  on  birthday  cake. 

6.  Play  game.  Choose  a  simple  game. 

7.  Run  home. 

8.  Breathing. 

Circus 

1.  The  elephants.  Tossing  trunk  over  head  by  throwing  clasped  hands 

upward.  Same  over  right  and  left  shoulder. 

2.  Chariot  race.  All  face  side  of  room.  Even  rows  stand  in  seats 

with  arms  stretched  out  driving.  Odd  rows  take  hands  across 
and  gallop  in  place. 

3.  Tight  rope  walking.  Walk  on  crack  ol  floor  with  aims  out¬ 

stretched. 

4  Clowns  jumping  through  hoop.  Facing  side  ol  room,  grasping 
back  of  chair  and  edge  of  desk,  jump  over  chair  landing  on  toes. 

5.  Parade.  Each  row  represent  some  feature  of  the  circus. 

6.  Breathing. 


13 


RHYTHMIC  PLAYS 

Rhythmic  plays  and  dances  have  a  value  from  the  standpoint  of 
general  exercise  and  are  especially  important  in  the  training  of  co-ordi¬ 
nation,  balance,  lightness  and  ease  of  movement.  In  the  wholesome, 
joyous  activity  of  these  plays  many  find  their  longing  of  rhythmic 
expression  satisfied. 

Do  not  pick  out  the  best  pupil  to  demonstrate  to  the  class.  Use  a 
row  of  children,  half,  or  all  the  class.  Teach  one  story  play  or  dance 
at  a  time. 

Only  simple  folk  dances  and  singing  games  should  be  used.  No  solo 
work  should  be  encouraged. 


19 


20 


RHYTHMIC  PLAYS— GRADE  1 

SEPTEMBER 
Farmer  in  the  Dele 


See  Bancroft,  Book  of  Games,  p.  265. 


OCTOBER 


Sing  a  Song  of  Sixpence.  Victrola  record  18076 

Words: 

1.  Sing  a  song  of  sixpence,  a  pocket  full  of  rye, 

2.  Four  and  twenty  blackbirds  baked  in  a  pie; 

3.  When  the  pie  was  opened  the  birds  began  to  sing. 

4.  Wasn’t  that  a  dainty  dish  to  set  before  a  king? 

5.  The  king  was  in  the  counting  house,  counting  out  his  money. 

6.  The  queen  was  in  the  parlor  eating  bread  and  honey. 

7.  The  maid  was  in  the  garden  hanging  up  the  clothes, 

8.  When  along  came  a  blackbird  and  snipped  off  her  nose. 

Formation:  Single  circle,  with  six  children  (blackbirds)  in  center. 
Fine  1.  8  walking  steps  to  right. 

Fine  2.  8  walking  steps  to  center  around  the  6  blackbirds,  who  stoop 

and  form  a  pie. 

Fine  3.  8  walking  steps  back  to  place,  and  blackbirds  fly  around 

inside  the  circle. 

Fine  4.  8  walking  steps  to  left. 

Fine  5.  Motion  of  counting  out  money. 

Fine  6.  Motion  of  eating  bread  and  honey. 

Fine  7.  Motion  of  hanging  out  clothes. 

Fine  8.  Each  blackbird  snips  off  the  nose  of  one  player  who  becomes 
a  blackbird  in  the  center. 

NOVEMBER 
The  Shoemaker’s  Dance 

See  Burchenal,  Folk  Dances  and  Singing  Games.  Victrola  record  17084. 


DECEMBER 

Did  You  Ever  See  a  Lassie?  Victrola  record  17568 


r*T~ 

^  ^ 

-j- — 

i - 

- f- 

0 

r 

A  J 

J 

J  .  i 

,  J 

/  r 

0 

[a 

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f 

t 

J  . 

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Y  . 

TT"T 

J  1  -  : 

* 

— J-i- 

l 

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he 

\ H 

F 

(  ^  T  J 

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j  ^  j  j  i 

7  i  - 

"  J  J 

=3=5 

. J-3-- ■ 1 

The  children  march  around  the  room  in  a  circle  while  singing  the 
first  two  lines  of  song.  Stop  facing  center.  On  first  "Do  this  way  and 
that,”  one  child  who  stands  in  the  center  imitates  some  activity.  Dur¬ 
ing  the  last  two  lines  of  song  all  children  imitate  leader. 

Did  you  ever  see  a  lassie,  a  lassie,  a  lassie, 

Did  you  ever  see  a  lassie  do  this  way  and  that? 

Do  this  way  and  that  way*,  do  this  way  and  that  way, 

Did  you  ever  see  a  lassie  do  this  way  and  that? 

Activities  suggested.  Bowing,  alternating  to  right  and  left;  swing¬ 
ing  folded  arms  in  front  of  the  body  as  if  rocking  a  doll;  throwing  a 
stone;  hopping;  rocking-horse,  one  foot  a  short  step  forward,  hands 
holding  reins,  sway  forward  and  back,  changing  the  weight  from  one 
foot  to  the  other,  etc.;  encourage  original  suggestions  from  the  children. 
Note:  “Laddie”  is  sung  if  a  boy  is  leader. 

JANUARY 

Chimes  of  Dunkirk.  Victrola  record  17327 

Formation:  In  a  circle  around  room,  partners  facing  each  other,  hands 
on  hips. 

Measures  1-2.  Stamp  R,  L,  R. 

Measures  3-4.  Clap  three  times. 

Measures  5-8.  Partners  take  hands  and  turn  each  other  once  around 
with  running  steps  in  place. 

Measures  1-8.  Repeat.  If  desired,  at  end  of  turn,  partners  may 
change,  going  forward  one. 


n 


FEBRUARY 


Hickory,  Dickory,  Dock 


---far  k 

-rrT  v 

—  J  Jh: — fr  "fev  if  1 ■  f— 

"VJr- 

- *-J)J 

J  i  J  .Ul 

J  |»  4 — fr 

J1  7  *  .7  dim 

i«.  ""fVv .  \  " 

— ' /-~7-  : 

1.  “Hickory,  Dickory,  Dock.”  (Tick,  tock.) 

Wave  both  hands  right,  left,  right,  while  singing. 

Stamp  feet  twice  at  close  of  first  line. 

2.  “The  mouse  ran  up  the  clock.”  (Tick,  tock.) 

Three  running  steps  forward. 

3.  “The  clock  struck — One!” 

Pause  listening  until  “One!”  Then  clap  hands  sharply. 

4.  “The  mouse  ran  down.” 

Three  running  steps  back  to  place. 

“Hickory,  Dickory,  Dock.”  (Tick,  tock.) 

Same  as  ( 1 ). 


MARCH 

How  Do  You  Do,  My  Partner?  Victrola  record  17568 
Double  circle,  facing  partner. 

Measures  1,  2.  Outside  child  bows  to  partner.  (Hands  on  skirts  and 
feet  together.  Words:  “How  do  you  do,  my  partner?”) 
Measures  3,  4.  Inside  child  bows.  (“How  do  you  do,  today?  ) 
Measures  5,  6.  Partners  grasp  right  hands,  bending  to  left.  (“Will 
you  dance  in  the  circle?”) 

Measures  7,  8.  Partners  grasp  left  hands,  at  same  time  dropping 
right.  (“I  will  show  you  the  way.”) 

Measures  1-8.  Keep  left  hands  joined.  Beginning  with  right  foot, 
three  walking  steps  and  point  forward.  Repeat  thiee  times, 
turning  partner  around,  making  a  complete  ciicle. 


23 


APRIL 
The  Swing 


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_ _ 52 _ to _ 

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[  '  | 

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1  | 

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Words  : 

How  do  you  like  to  go  up  in  a  swing, 

Up  in  the  air  so  blue? 

Oh,  1  do  think  it  the  pleasantest  thing 
Ever  a  child  can  do  (hop  through!) 

Formation:  Circle.  In  groups  of  three,  two  with  hands  joined,  repre¬ 
sent  the  swing,  and  a  third  represents  the  child  swinging. 

Step:  Place  the  right  foot  forward,  sway  forward,  raise  heel:  lift  left 
foot  from  the  floor  and  swing  the  arms  down  and  back.  Repeat 
through  the  verse.  On  the  last  word,  the  child  who  is  swinging 
drops  hands,  runs  under  the  raised  arms  of  the  two  remaining 
in  the  group,  goes  to  the  next  group,  and  swings  there. 


MAY 


Feet  to  Music 


Li _ 111.  -  - „ _ L  ^7  -  ^ - 

H-  . — t <  «  -1  H \ 

tj  j — i — r^> - 

■,  ■■  _ 1 — *  TT  ' — - ~  *  W  J - 

iwyj,  « 

l  ^  i 

/  1  '  ^  m  \ 

A 

U _ 3 _ ,  •'  TCTTCZ  ^  ^  J - 1 - - ■S - ; - 

—  -  J  J 

Feet  to  music  (1),  tap,  tap,  tap. 

Hands  with  pleasure  (2),  clap,  clap,  clap. 
Eyes  (3)  to  see,  look  now  to  see 
Who’s  the  one  to  dance  with  me? 

Chorus : 

Repeat,  singing  la,  la,  la,  etc. 


24 


Notes: 

All  standing  in  aisles. 

1.  Tap  toes  alternately  4  times. 

2.  Clap  hands  over  head  4  times. 

3.  First  and  second  row  bow  to  each  other,  and  so  on  across  the 
room. 

Chorus:  Boys,  hands  on  hips;  girls,  hold  skirts  out  at  sides;  step  to 
L  on  L  toe  and  bring  R  foot  over  beside  L  (count  1),  bend  and 
straighten  knees  (count  2),  repeat  to  R.  The  step  is  done  once  to  L 
and  once  to  R  in  each  measure.  Begin  teaching  it  with  words,  “Step 
and  bend.”  Bow  at  end. 

OPTIONAL 

Round,  Round  the  Village 

Bancroft.  Book  of  Games,  p.  290.  Victrola  record  17104. 

Looby  Loo 

See  Bancroft,  Book  of  Games,  pp.  280-281.  Victrola  record  17567. 


25 


RHYTHMIC  PLAYS— GRADE  2 


SEPTEMBER 
My  Pigeon  House 


ry  v-  ... 

T---— r^l- 

i  d  V  ^  L  r  - 

_ 

-  3  „  -r- 

^  ,  j  ... 

44 

*  *  ^—7 

Words : 

E  My  pigeon  house  I  open  wide 
And  let  the  pigeons  free. 

2.  1  hey  fly  over  hillside  and  everywhere 
And  light  on  the  tallest  tree. 

3.  But  when  they  return  to  their  cozy,  cozy  nest 
I  close  the  door  and  say  goodnight. 

4.  Coo,  coo,  coo,  coo,  coo,  coo,  coo. 

Schoolroom — In  seats. 


Line  1.  Children  form  house  with  hands  and  gradually  open  door 
wide. 

Line  2.  Move  arms  up  and  down  with  flying  motion. 

Line  3.  Close  door  of  house. 

Line  4.  Heads  on  hands  with  eyes  closed. 

Active  game — Formation  : 

One  row  form  pigeon  house  in  circle.  One  row  be  pigeons  inside. 

Line  1.  The  circle  let  the  pigeons  out. 

Line  2.  The  pigeons  fly  around  room  and  get  up  on  a  seat. 

Line  3.  Pigeons  return  to  the  house  and  stoop  down  and  the  house 
closes  up. 

Line  4.  The  pigeons  coo  inside  the  house. 


26 


OCTOBER 

Danish  Dance  of  Greeting 

See  Burchenal,  Folk  Dances  and  Singing  Games,  p.  4.  Victrola  record 
17158. 

NOVEMBER 
Muffin  Man 

Bancroft,  Book  of  Games,  p.  283.  Victrola  record  17568. 


DECEMBER 


1  See  You 


Burchenal,  Folk  Dances  and  Singing  Games,  p.  16.  Victrola  record 
17158. 


JANUARY 

See  First  Year  Music,  by  Hollis  Dann,  p.  76. 

Baa,  Baa,  Black  Sheep.  Victrola  record  17937 


Formation :  A  single  circle  with  hands  joined.  One  player,  standing 
in  the  center,  is  the  little  boy  who  stands  in  the  lane. 

1.  Boy  sings:  “Baa,  baa,  black  sheep,  have  you  any  wool?” 

Sheep  make  eight  hops  in  circle  to  right. 

2.  Sheep  sing:  “Yes,  sir,  yes,  sir.” 

Hands  at  waist,  nodding  heads  twice  emphatically. 

3.  “Three  bags  full.” 

Stretch  right  hand  forward  with  three  fingers  extended.  On 
word  “full”,  extend  arms  as  though  surrounding  a  large  bag. 

4.  “One  for  my  master.” 

Turn  to  right,  making  a  sweeping  bow. 

5.  “One  for  my  dame.” 

Same  to  the  left. 

6.  “But  none  for  the  little  boy.” 

Child  in  center  pretends  to  cry  as  sheep,  with  hands  at  waist, 
shake  head  four  times. 

7.  “That  cries  in  the  lane.” 

Turn  about  to  right  with  three  little  running  steps  and  on  iourth 
count  stamp  foot,  pointing  to  the  child  in  center. 


FEBRUARY 

Soldier  Boy.  Victrola  record  17568 

Soldier-by,  Soldier-boy,  where  are  you  going 
Bearing  so  proudly  the  red,  white  and  bluer 
I’m  going  where  country  and  duty  are  calling. 
If  you’ll  be  a  soldier-boy  you  may  go,  too. 

27 


1.  Soldier  caps — hands  placed  on  heads  with  finger  tips  meeting  in  a 

point  overhead. 

2.  Knapsacks — arms  folded  behind. 

3.  Horns — hands  held  to  the  mouths  as  if  grasping  trumpets. 

4.  Charging  with  guns — aiming  with  left  arm  extended,  and  right  arm 

back  for  pulling  the  trigger. 

5.  Waving  flags. 

6.  Drumming — snare  and  bass  drums. 

7.  Fifes — hands  held  at  side  of  mouth  as  in  reality. 

8.  Running — double-quick  march. 

9.  Saluting  leader  or  American  flag — each  one  as  he  passes  by. 

10.  High  stepping  war  horse — knees  raised  high  in  marching. 


MARCH 
Ma's  Little  Pig 


See  Burchenal,  Folk  Dances  and  Singing  Games,  p.  22. 
17510. 


APRIL 


In  Summer 

See  Burchenal,  Dances  of  the  People,  p.  76. 


Yictrola  record 


MAY 

Coming  Thru  the  Rye 

Double  circle  formation,  partners  facing  line  of  direction.  Inside  hands 
joined,  boys  outer  hand  at  hips  and  girl  holding  skirt  daintily. 

Step  1 : 

A.  Step  and  bend  sideways  away  from  partner.  Step  and  bend  side¬ 

ways  toward  partner.  Walk  forward  three  steps,  bringing  heels 
together  with  a  click  on  the  fourth  count.  (Step  and  bend- 
step  to  right  side,  bring  left  toe  behind  right  heel,  bend  and 
stretch  knees.)  Partners  facing,  hands  joined  and  arms  raised 
sideways  at  shoulder  height. 

B.  Step  and  bend  sideways  in  line  of  progression.  Repeat,  returning 

Four  hops  in  line  of  progression. 

Step  2: 

Facing  partner  as  above,  right  hands  joined  high  at  arms’  length. 

A.  Eight  walking  steps  around  partner  and  back  to  place  (bend  to 

the  left). 

B.  Change  hands.  Six  walking  steps  around  partner  and  back  to 

place.  (Bending  to  right.)  (It  is  necessary  to  take  slightly 
larger  steps  than  for  A.)  Make  a  bow  of  the  remaining  two  counts. 

28 


. 


GAMES  1—2 

Let  the  school  playground  be  the  natural  play  center  for  the  children 

of  that  district. 

GENERAL  INSTRUCTIONS 

1.  Teach  one  game  at  a  time  and  teach  it  thoroughly. 

2.  Know  the  rules  yourself  and  teach  them  to  your  class. 

3.  All  children  should  play. 

4.  Be  firm  and  resourceful  and  play  yourself. 

5.  See  that  the  selfish  pupils  do  not  have  the  lion’s  share  of  the  play. 

6.  Do  not  treat  the  children  as  though  they  were  fragile. 

7.  Return  to  popular  games  from  time  to  time. 

8.  Play  for  the  sake  of  playing  and  not  for  the  sake  of  winning. 

9.  For  scheduled  recess  periods  each  class  should  be  assigned  to  its 

own  section  of  the  playground. 


33 


GAMES 

SEPTEMBER 
Run  for  Your  Supper 

Players  in  a  circle.  One  player  chosen  by  teacher  goes  around 
inside,  holds  out  his  hand  between  two  players  and  says,  '‘Run  for 
your  supper.”  The  two  run  around  opposite  ways  outside;  the  one 
who  first  returns  to  the  vacant  place  wins,  and  may  start  the  next  run¬ 
ners.  The  game  may  be  varied  by  skipping,  walking,  galloping,  flying, 
etc.,  instead  of  running. 

1  Saw 

Tell  the  players  of  some  action  you  have  seen,  then  imitate  it;  tell 
them  they  are  to  imitate  it,  too.  Examples:  mowing  grass;  picking 
apples  and  placing  them  in  a  basket;  chopping  wood;  a  tall  man  walk¬ 
ing  (on  toes);  a  lame  duck  (hopping  on  one  foot);  a  pendulum  swing¬ 
ing  (resting  on  hands  on  desks),  etc.  When  they  get  the  idea,  ask  who 
has  seen  an  action  they  would  like  to  imitate,  and  have  players  lead, 
each  showing  one  action.  Encourage  a  variety  of  actions  and  those 
that  are  vigorous  enough  for  good  exercise.  Some  can  be  done  with 
pupils  standing  by  their  seats;  others  involve  walking  or  running  and 
the  line  must  move  forward  and  pass  around  a  course  to  the  starting 
point. 

Cat  and  Mice 

The  players  form  a  circle  with  6  (mice)  children  in  center  and  one 
player  (the  old  cat)  outside  the  circle.  The  old  cat  comes  creeping  up 
to  the  circle  and  is  allowed  to  enter.  The  mice  cannot  go  outside  the 
circle  and  as  the  cat  catches  them,  they  take  their  place  with  the  other 
players  in  the  circle.  The  last  mouse  caught  becomes  the  old  cat  for 
the  next  game. 

Tag 

Hand  tag  or  touch  tag. 

o  o 


Squirrel  and  Nut 

All  children  but  one  sit  at  their  desks  with  heads  down  as  though 
sleeping,  each  one  with  a  hand  outstretched.  The  odd  player,  who  has 
a  nut  and  is  the  squirrel,  runs  on  tiptoe  up  and  down  the  aisles,  drops 
the  nut  into  one  of  the  waiting  hands.  The  player  who  gets  the  nut 
at  once  gets  up  from  his  seat  and  chases  the  squirrel,  who  is  safe  only 
when  he  reaches  his  seat.  Should  the  squirrel  be  caught  before  he 
reaches  his  seat,  he  must  be  the  squirrel  the  second  time.  Otherwise 
the  player  who  received  the  nut  becomes  the  squirrel.  All  other  players 
may  wake  up  and  watch  the  chase. 

34 


Circle  Ball 

Playeis  in  a  circle,  standing  about  three  leet  apart.  Have  them  pass 
a  ball  or  bean  bag  around  the  circle.  When  they  are  good  at  regular 
passing,  have  them  pass  irregularly  or  across  in  any  direction.  Some¬ 
times,  but  not  always,  have  those  who  miss  go  out  of  the  game. 
Encourage  alertness  and  quickness  to  see  the  ball  and  catch  it. 


OCTOBER 
Eollow  the  Leader 

In  the  simplest  form  of  the  play  the  players  stand  in  place  and  take 
such  exercises  as  can  be  done  in  place;  in  another  form  they  march  in 
single  file  behind  the  leader  and  imitate  whatever  he  does.  The  practice 
in  the  simpler  plays  of  this  kind  should  prepare  the  players  to  do  this 
well.  Do  not  use  same  leader  at  all  times. 

Elowers  and  the  Wind 

I  he  players  are  divided  into  two  equal  groups,  each  group  having  a 
home  marked  off  at  opposite  ends  of  the  playground,  with  a  long  neu¬ 
tral  space  between.  One  group  represents  a  flower,  deciding  among 
themselves  which  flower  they  shall  represent,  as  daisies,  lilies,  lilacs,  etc. 
They  then  walk  over  near  the  home  line  of  the  wind.  The  group  rep¬ 
resenting  the  wind  stand  in  a  row  on  their  line,  ready  to  run,  and  guess 
what  the  flower  chosen  may  be.  As  soon  as  the  right  flower  is  named, 
the  entire  group  owning  it  must  turn  and  run  home,  wind  chasing 
them.  Any  player  caught  by  the  wind  before  reaching  home  becomes 
his  prisoner  and  joins  him.  The  remaining  flowers  repeat  their  play, 
taking  a  different  name  each  time.  This  continues  until  each  flower  has 
been  caught. 

Hide  the  Bracelet 

One  player  is  sent  from  the  room.  While  absent,  one  of  the  pupils 
hides  the  bracelet,  or  some  small  object  which  has  been  shown  to  the 
absent  one.  When  hidden,  the  absent  player  is  recalled  and  hunts  foi 
the  object.  While  he  is  doing  this,  the  others  clap  or  sing  softly  when 
he  is  away — louder  as  he  nears  the  object. 

Circle  Pass  Ball 

Form  two  circles  of  equal  number.  One  ball  lor  each  ciicle.  On 
signal  the  captain  passes  the  ball  to  the  right  and  it  passes  around 
circle.  The  first  captain  to  get  the  ball  back  and  holds  it  in  the  an 
wins. 


35 


Huntsman 


Choose  a  leader;  have  this  leader  march  around  in  any  way  he 
chooses,  having  all  the  players  fall  in  line.  When  the  leader  sees  that 
all  are  in  line,  led  away  from  their  seats,  he  calls  “Bang!”  then  all 
scamper  for  their  own  seats.  The  first  one  to  be  seated  in  his  own  seat 
can  be  leader  next  time.  Each  leader  starts  the  game  by  saying,  “Who 
would  like  to  go  with  me  to  hunt  ducks?”  (or  bears,  rabbits,  etc.). 


NOVEMBER 
Twelve  O’Clock 

One  player  is  the  fox  and  the  others  sheep.  The  fox  may  catch  the 
sheep  only  at  midnight.  The  game  starts  with  the  fox  standing  in  a 
den  marked  in  one  corner  of  the  playground,  and  the  sheep  in  a  sheep- 
fold  marked  in  the  diagonally  opposite  corner.  The  fox  leaves  his 
den  and  wanders  about  the  meadow'  (playground),  whereupon  the  sheep 
also  come  forth  and  scatter  around,  approaching  as  close  to  the  fox 
as  they  dare.  They  keep  asking  him,  “What  time  is  it?”  and  he 
answers  with  any  hour  he  chooses.  Should  he  say,  “four  o’clock”  or 
“twelve  thirty  o’clock.”  etc.,  they  are  safe;  but  should  he  say  “twelve 
o’clock — time  to  eat  supper,”  they  must  run  for  the  sheepfold  as  fast 
as  possible,  the  fox  chasing  them.  Any  sheep  caught  changes  places 
with  the  fox,  and  the  game  is  repeated.  When  played  in  a  classroom 
only  a  few  children  should  be  selected  for  sheep. 

Touch  Race 

From  a  given  point  or  line  the  pupils  may  run  to  a  fence,  wall, 
trees  or  the  school  building  and  after  touching  it,  return  to  starting 
point.  The  first  one  crossing  the  line  is  the  winner.  The  w'hole  class 
may  participate  or  it  may  be  divided  up  into  groups  of  fours,  eights, 
etc.  This  game  may  be  varied  by  having  the  pupils  turn  around  to 
left  after  striking  the  building  w'ith  the  left  hand,  turning  to  the  right 
after  striking  it  w'ith  the  right  hand,  striking  three  times  w'ith  the  hand, 
etc. 

Squirrels  in  the  Frees 

I  he  players  stand  in  groups  of  three,  with  hands  in  each  other’s, 
forming  hollow'  tree.  In  each  tree  is  a  player  representing  a  squirrel, 
and  there  is  also  one  odd  squirrel  without  a  tree.  The  teacher  or  leader 
claps  her  hands,  when  all  of  the  players  run  for  other  trees,  and  the 
odd  squirrel  tries  to  secure  a  tree,  the  one  who  is  left  out  being  the  odd 
squirrel  next  time. 


36 


I eacher  Ball 


A  leader  is  chosen  lor  each  group  of  10  or  12  players,  the  players  in 
a  line  and  leader  ten  feet  away  in  front.  The  leader  tosses  the  ball  or 
bean  bag  to  the  players  in  turn,  beginning  at  the  head.  Any  player 

missing  goes  to  the  foot.  If  the  leader  misses  he  goes  to  the  foot  and 
the  head  becomes  leader. 


DECEMBER 

Bicycle  Race 

Pupils  stand  in  aisles,  place  hands  on  desks  on  either  side,  and 
lifting  feet  from  floor  make  the  feet  go  as  though  riding  a  bicycle.  See 
who  can  go  the  longest  without  touching  floor.  If  feet  touch  floor  or 
rider  stops  peddling,  take  seat. 


Fire  Engine 

(  1)  Number  rows.  The  teacher  claps  her  hands  a  certain  number 
of  times  (fire  alarm).  I  he  row  of  corresponding  number  gallops  once 
around  room  and  back  to  place.  Occasionally  have  the  fire  break  out 
at  night  when  firemen  are  sleeping. 

(2)  If  game  is  to  be  played  on  the  playground,  number  the  rows 
before  the  class  leaves  the  room.  When  alarm  sounds  the  number  indi¬ 
cated  runs  to  a  certain  goal  and  back.  At  a  general  alarm  all  drop 
hands  and  race  to  goal  and  try  to  get  back  to  their  fire  house  first. 

Simon  Says 

The  class  stands.  The  leader  commands  them  to  do  various 
motions.  If  he  prefaces  his  command  with  Simon  says,  they  must 
instantly  do  it,  but  if  Simon  does  not  say  it,  they  must  stand  motion¬ 
less.  Those  making  errors  must  sit  down.  The  game  continues  until 
only  one  remains  standing. 

Review  games  of  previous  months  which  can  be  adapted  to  class¬ 
room  space. 

JANUARY 

High  Touch 

Class  is  formed  in  a  single  file  and  at  signal  number,  one  runs  from 
a  given  mark  and  with  a  jump  tries  to  touch  a  bell,  eraser,  etc.,  held 
high  by  the  teacher.  Continue  till  all  have  had  a  try. 


37 


Dog  and  Bone 


1.  One  child  represents  the  dog  asleep  near  his  bone  (an  eraser). 
Another  child  creeps  up,  takes  the  bone,  at  the  same  time  saying  “bow!” 
and  runs  to  a  “safety  zone”. 

The  sleeping  dog  then  awakes  and  tries  to  catch  the  dog  that  is 
stealing  the  bone.  If  he  does  tag  him  before  he  reaches  the  safety  zone, 
he  may  be  it  for  the  next  game. 

2.  Give  bone  to  child  who  goes  to  sleep  at  own  desk.  Leader 
points  to  another  child,  who  quietly  tries  to  steal  bone.  If  he  succeeds 
in  stealing  bone  before  sleeping  dog  (child)  barks  it  is  his  bone,  and 
game  continues. 

Circle  Race 

1.  Draw  small  circles  on  the  board,  one  in  each  corner  and  one  on 
each  side  of  room.  In  that  case  six  children  would  be  racing  at  a  time. 
Each  child  stands  with  his  finger  in  a  circle  facing  around  the  room  the 
same  way.  At  the  signal  all  run  around  room  and  try  to  get  finger 
back  in  their  own  circle  first. 

2.  Draw  two  small  chalk  circles  close  together  on  board.  Two 
children  race,  stand  back  to  back  with  finger  in  circle,  race  around 
room,  passing  at  rear.  First  one  with  finger  in  circle  wins. 


FEBRUARY 


Jump  the  Fence 

Place  stick  across  two  seats.  Have  each  row  run  around  and  jump 
over  “the  fence”. 


Clap  and  Stoop 


Number  the  rows.  The  teacher  claps  her  hands  a  certain  number 
of  times.  The  row  of  corresponding  number  stoops.  All  other  rows 
remain  standing.  If  any  player  makes  an  error  he  must  sit  down  and 
be  out  of  the  game. 

Bean  Bags 


Simple  passing,  'boss  to  partner,  d'oss  up.  Catch  and  pass. 


Bird  Catcher 

Mark  out  a  nest  in  one  corner  and  a  cage  in  another.  Choose  one 
or  two  bird  catchers  and  a  mother  bird,  and  name  the  other  players  in 
groups  of  three  or  four  after  kinds  of  birds.  Have  the  mother  bird 
stand  at  the  nest  and  the  two  catchers  in  front  of  the  players,  between 
cage  and  nest.  When  teacher  calls  “Robins”  or  “Blue  Birds,”  etc.,  the 
players  so  named  must  rise,  pass  to  rear  of  room,  and  then  try  to  reach 


38 


the  nest  and  be  touched  by  the  mother  bird  before  the  catchers  can  tag 
them.  The  bird  catchers  may  not  leave  their  place  in  front  until  the 
birds  reach  the  rear  of  the  room.  Birds  tagged  are  put  in  the  cage. 

Call  one  kind  at  a  time;  and  see  whether  nest  or  cage  has  rriost  birds 

when  all  have  flown.  1  he  children  will  enjoy  having  the  bird  catchers 
form  a  door  to  the  cage  with  raised  arms,  and  all  the  other  players 
count  the  birds  aloud  as  they  come  out. 

MARCH 

Desk  Jump — 4  Counts 

The  teacher  commands  “desk  jumping  in  four  counts”.  On  count 
one  pupils  face  to  the  right,  on  count  two  pupils  place  left  hand  on  the 
top  of  the  middle  of  desk  and  right  hand  on  the  middle  of  the  top  of 
the  back  of  the  seat,  on  count  three  pupils  jump  over  the  seat,  on  count 

four  pupils  face  to  the  left.  The  return  to  place  is  made  in  reverse 

order. 

Skip  Tag 

Same  as  ordinary  tag,  except  players  skip  instead  of  run. 

Lost  Child 

Players  change  seats.  Put  heads  down  and  shut  eyes.  One  is  sent 
from  room.  Heads  raise,  and  pupils  take  turns  guessing  which  plavei 
is  out  of  the  room. 


The  Old  Witch  in  the  Ring 

Draw  a  medium  sized  circle  on  the  ground.  One  player  in  the 
circle  (called  Old  Witch).  Any  player  outside  of  circle  may  at  an\ 
time  venture  to  enter  the  circle.  If  the  old  witch  should  catch  oi  ta^, 
any  player  that  is  inside  circle,  that  player  becomes  the  witch. 

APRIL 
Two  Deep 

Children  stand  in  circle  formation,  one  child  running  and  one  child 
"it”  The  child  running  may  at  any  time  step  in  front  ot  a  playet 
forming  the  circle,  making  that  child  automatically  it  (or  that  child 

may  become  the  runner). 


39 


Elves  and  Fairies 


Two  goals  30  to  40  feet  apart;  the  players  in  two  equal  groups 
stand  in  the  goals.  One  group  (fairies)  turn  backs  while  others  (elves) 
creep  up  as  quietly  as  possible.  One  fairy  is  watching  and  when  they 
are  near  calls,  “Look  out  for  the  elves.”  The  faries  then  chase  the 
elves  to  their  goal  and  tag  as  many  as  they  can.  All  who  are  caught 
are  fairies.  Elves  turn  backs  and  fairies  come  up  quietly,  etc.  I  he 
side  having  greatest  number  at  end  of  time  wins. 

Review  out-door  games  given  in  the  fall  months. 


MAY 


Rope  Jumping 
Little  Bo-Peep 

Circle  formation:  One  child  is  in  center  blindfolded  with  a  paper 
bag  over  head.  Three  children  in  the  center  as  sheep.  Sheep  may 
bleat  while  “Bo-Peep”  may  catch  them.  The  last  one  caught  becomes 
“Bo-Peep.” 

Vegetable  Garden 

Let  children  bring  as  many  empty  spools  from  home  as  possible. 
Each  spool  represents  a  vegetable.  The  gardener  gathers  all  the  spools 
and  while  all  the  children  place  heads  on  desks  and  hide  their  eyes,  he 
hides  them  around  the  room  each  in  a  different  place.  When  all  are 
hidden,  the  children  are  sent  to  gather  the  vegetables.  (Rows  or 
groups  can  be  sent  at  different  times.  The  child  gathering  the  most 
vegetables  wins  and  may  be  gardener  next  time.) 

Stealing  Sticks 

A  certain  number  of  sticks  are  scattered  around  a  certain  territory 
which  belongs  to  the  chaser.  The  object  of  the  game  is  to  steal  his 
sticks  before  he  catches  anyone,  in  which  case  he  is  again  the  chaser. 

General  review  of  games,  especially  emphasizing  those  which  they 
can  use  readily  during  the  summer  months. 


40 


LIST  OF  HANDY  ARTICLES  FOR  CLASS  ROOM 


Bean  bags.  Rubber  ball. 

Whistle.  Clothes  pin. 

Two  yards  of  rope.  A  nut. 

Bracelet  or  wire  ring.  Large  paper  bags. 

Yardstick.  Spools. 

A  small  rug  for  tumbling  and  stunts. 


“No  training  will  give  the  boy  of  eighteen  the  development  that 
should  naturally  be  his  if  the  training  of  previous  life  has  been  neg¬ 
lected .” 


41 


Physical  Education 

by 

Herbert  W.  Park 

Supervisor  of  Physical  Education 


Public  Schools 

Greensboro,  N.  C. 
1923 


DEDICATION 

To  the  Children  of  Greensboro 

If  this  book  will  add  a  little  joy  and  laughter  to  the 
daily  routine  of  the  regular  class  work ,  and  if  in  the 
after  school  hours  it  will  teach  them  to  play  to  win  with 
all  their  might,  but  with  this  cultivate  a  sense  of  honor, 
it  has  then  served  its  purpose. 


PHYSICAL  TRAINING 

Through  wisely  directed  play  to  develop  a  100 %  American 

A  Moral  Code  for  Children 
In  Ten  Laws 

Aims:  Patriotism,  Health,  Self-Control 

1.  I  he  Law  of  Health:  1  he  Good  American  tries  to  Gain  and  to 

Keep  Perfect  Health. 

2.  1  he  Law  of  Self-Control:  I  he  Good  American  Controls  Himself. 

3.  /  he  Law  of  Self-Reliance :  The  Good  American  is  Self-Reliant. 

4.  'The  Law  of  Reliability :  The  Good  American  is  Reliable. 

5.  The  Law  of  Clean  Play:  The  Good  American  Plays  Fair. 

6.  The  Law  of  Duty:  The  Good  American  does  his  Duty. 

7.  The  Law  of  Good  Workmanship:  The  Good  American  tries  to 

do  the  Right  Thing  in  the  Right  Way. 

8.  The  Law  of  Team-Work:  The  Good  American  works  in  Friendly 

Co-operation  with  his  Fellow  Workers. 

9.  The  Law  of  Kindness:  The  Good  American  is  Kind. 

10.  The  L  aw  of  Loyalty:  The  Good  American  is  Loyal. 


PROGRAM  FOR  GRADE  3 


Each  class  teacher  shall  include  in  her  program  a  minimum  of  15( 
minutes  weekly,  divided  approximately  into  the  following  periods: 

Thirty  minutes  weekly  for  relief  periods  (three  two-minute  periods 
daily). 

Twenty  minutes  a  week  for  a  supervisor’s  period. 

One  hundred  minutes  a  week  for  organized  recess  period  (twenty 
minutes  daily).  In  the  organized  recess  period  vary  the  lessons  with; 
rhythmic  work  and  games  outlined. 

TO  THE  TEACHER 

1.  Although  children  tend  to  enter  into  all  activities  spontaneously, 

they  need  adult  leadership.  If  they  have  not  this  adult  lead¬ 
ership,  the  play  and  the  education  involved  in  play  break  down. 

2.  You  as  a  teacher  should  feel  the  responsibility  of  this  leadership. 

3.  The  success  of  all  depends  on  the  attitude  of  the  one  in  charge. 

Enthusiastic  and  prompt  leadership  is  the  main  thing. 

4.  Play,  if  wisely  conducted,  produces  health  habits — physical,  men¬ 

tal  and  moral — according  to  the  leadership. 

5.  Teach  one  game  at  a  time  and  teach  it  thoroughly. 

6.  Know  the  rules  yourself  and  teach  them  to  your  class. 

7.  Never  let  the  class  rule  the  period.  Plan  periods,  set  rules,  and 

abide  by  them. 

8.  All  children  should  play.  Be  firm  and  resourceful  and  play  your¬ 

self. 

9.  Do  not  treat  children  as  though  they  were  fragile. 

10.  When  Supervisor  or  Assistant  is  giving  work  in  your  room,  note 

work  done,  especially  methods  of  presenting  work,  and  rhythm. 
The  demonstration  is  for  your  benefit. 

Be  prepared  to  demonstrate  class  work  for  supervisor  or  assist¬ 
ants  at  any  time. 

11.  The  Physical  Training  Program  is  for  everyone  in  so  far  as  he 

or  she  is  physically  fit  and  capable  of  doing  so. 

12.  A  thorough  physical  examination  will  discover  pupils  who  should 

be  excused  from  certain  exercises  and  point  out  others  who  may 
take  special  exercises. 


4 


Relief  Periods 


GENERAL  INSTRUCTIONS 


1.  Schedule  two  relief  periods  in  the  morning  and  one  in  the  after¬ 

noon. 

2.  Make  these  periods  attractive  and  interesting. 

3.  Keep  the  class  alert. 

4.  Teachers  need  relief  as  well  as  the  children. 

5.  Give  the  room  a  general  airing  at  this  period. 

a.  Monitors  or  class  health  officers  may  be  appointed  to  assist 
the  teachers  in  these  duties. 

6.  Remove  litter  that  may  have  appeared  and  put  room  in  order. 

7.  Take  class  out  of  doors,  providing  conditions  are  favorable. 

8.  You  and  the  class  will  get  out  of  this  period  as  much  as  you  put 

into  it. 

9.  All  exercises  for  head,  trunk,  and  legs  should  be  executed  from 

hips — firm  unless  other  arm  positions  are  designated. 

10.  In  trunk  and  head  exercises  make  rhythm  slower  than  in  arm  and 

leg  exercises. 

11.  Exercises  described  to  the  left  only,  should  be  executed  to  the 

right  also,  and  when  learned,  should  be  alternately  left  and  right. 

12.  Each  exercise  should  be  executed  at  least  four  times. 

13.  Rhythmical  counting  by  teacher  or  class  during  an  exercise  is 

helpful,  but  after  perfecting  the  exercise,  the  class  may  keep  the 
rhythm  without  loud  counting. 

14.  If  floor  shake  while  the  class  takes  marching,  running,  or  jumping 

exercises,  have  one  row  take  them  at  a  time.  All  jumping  and 
running  should  be  executed  lightly  on  the  toes. 

15.  Preparatory  commands  for  every  relief  period: 

Class,  ready  for  exercises. 

(Remove  coats  or  sweaters.  Windows  opened.) 

Class,  sitting  position. 

Class,  stand.  (In  two  counts.) 

Class,  at  ease. 

Class,  attention. 

16.  Closing  commands  for  every  relief  period: 

Class,  be  seated.  (In  two  counts.) 

Class,  rest. 

17.  Teachers  shall  use  the  nomenclature  exactly  as  given  in  this  syl¬ 

labus. 

Correct  Sitting  Position 

Eeet  flat  on  the  floor  under  the  desk,  knees  forming  right  angle,  sit¬ 
ting  well  back  in  the  seat  with  whole  spine  supported  by  back  of  chair. 
Clasp  hands  on  top  of  desk. 


6 


Ready  to  Stand 

Class,  ready  to  stand  (in  two  counts) !  On  one  slide  to  right  (left) 
ol  seat  with  right  (left)  foot  in  aisle  (outside  of  iron  brace  of  desk). 
On  two,  gripping  each  side  of  the  top  of  desk,  with  slight  push  from 
desk,  stand  in  the  middle  of  aisle  at  attention. 

Standing  Position 

Heels  together,  toes  slightly  turned  out,  weight  resting  equally  on 
ball  of  feet  and  heels,  arms  down  with  hands  close  to  thighs,  chest 
broad,  chin  in,  and  as  tall  as  possible. 

Breathing 

West  Point.  As  standing  position,  rotate  the  arms  from  the  shoulder 
until  the  palms  face  outward,  with  deep  breathing.  Return  to  standing 
position  and  exhale.  Inhale  for  four  counts,  hold  for  four  counts, 
exhale  slowly  for  four  counts.  Use  this  breathing  exercise  in  the  morn¬ 
ing.  In  the  afternoon,  use  breathing  exercise  without  cadence. 

At  Ease  (Standing) 

Feet  apart  with  weight  equally  distributed  on  both  feet — hands 
grasped  behind  back. 

At  Ease  (Sitting) 

Sit  in  a  rest  position. 

Attention 

To  obtain  attention  of  the  class,  command:  Class,  attention!  (As 
standing  position.) 

Correct  Walking 

Urge  the  straight  forward  position  of  the  feet  in  walking  (Indian 
fashion). 

Marching 

Facings : 

(1)  Right  (left).  (2)  Face!  . 

Raise  slightly  the  left  heel  and  right  toe;  face  to  the  right  t^rnin§ 
on  the  right  heel,  assisted  by  a  slight  pressure  on  the  ball  ot  the  e  t 
foot;  place  the  left  foot  by  the  side  of  the  right.  Left  face  is  executed 
on  the  left  heel  in  the  corresponding  manner. 


7 


( 1 )  About.  (2)  Face ! 

Carry  the  toe  of  the  right  foot  about  a  half  foot  length  to  the  rear 
and  slightly  to  the  left  of  the  left  heel  without  changing  the  position  of 
the  left  foot;  face  to  the  rear,  turning  to  the  right  on  the  left  heel  and 
right  toe;  place  the  right  heel  by  the  side  of  the  left.  (Always  turn  to 
the  right.) 

Mark  time — March! 

On  the  command  March!  beginning  with  the  left  foot,  alternately 
raise  each  foot  about  two  inches  and  replace  it  on  line  with  the  other. 

Halt! 

At  the  command  Halt!  given  as  either  foot  strikes  the  ground,  place 
the  other  foot  as  in  marching — raise  and  place  the  first  foot  by  the  side 
of  the  other. 

Forwa  rd — M  a  rc  h ! 

At  the  command  March!  advance  forward  with  the  left  foot. 
Backward — March ! 

At  the  command  March!  step  backward,  with  the  left  foot. 

Posture 

Good  posture  should  be  emphasized  in  every  lesson.  Each  room 
shall  be  graded  three  times  a  year,  using  the  “Triple  lest”.  It  shall 
include:  Test  for  standing  position,  marching,  and  exercises.  Super¬ 
visors  will  give  these  tests. 

o 


8 


Best  Standing  Position 

One  type  of  correct  weight  carrying 


Correct  Walking  Position 


'  - 

>'  .***5-' 

> 


9 


UJ  to 


LESSONS  FOR  MORNING  RELIEF  PERIODS 

SEPTEMBER 


Lesson  I 

1.  Preparatory  commands. 

2.  Breathing — West  Point. 

3.  Arm : 

(1)  Arms  forward — raise!  (Palms  in  and  fingers  together.) 

(2)  Position!  (Silently.) 

(First  do  exercise  by  command  and  then  in  rhythm.) 

4.  Leg : 

Feet,  close!  Feet,  open! 

5.  General: 

Jumping  lightly  on  toes  (ten  counts).  Go! 

Class,  position ! 

6.  Closing  commands. 

7.  Breathing. 

Lesson  II 

1.  Preparatory  commands. 

Stretching,  as  when  tired,  with  deep  breathing. 

Arm: 

Hips,  firm!  Position! 

4.  Leg  (from  hips,  firm!) 

Half  knee  bend,  Bend!  Position! 

5.  General  (from  hips,  firm). 

Feet  apart,  jump!  Position!  (Lightly  and  in  rhythm.) 

6.  Breathing — West  Point. 


OCTOBER 
Lesson  III 

1.  Preparatory  commands. 

2.  Marching  in  place: 

Mark  time,  march! 

Class,  halt! 

3.  Arms: 

(1)  Arms  sideward,  raise! 

(Palms  down,  fingers  together.) 

(2)  Position!  (Silently.) 

4.  Leg  and  abdominal: 

(1)  Left  knee  upward,  bend! 

(2)  Position! 

5.  General: 

# 

Hopping,  four  counts  on  left  foot;  then  four  on  right  foot.  Go! 

6.  Breathing. 


10 


UJ  K> 


Lesson  IV 


1.  Preparatory  commands. 

Right,  face!  Left,  face! 

Arms : 

( 1 )  Chest,  firm ! 

(2)  Position! 

4.  Trunk: 

(1)  Trunk  forward,  bend! 

(2)  Position! 

5.  General: 

Running  in  place,  for  eight  counts.  Go! 

6.  Breathing. 

NOVEMBER 
Lesson  V 

1.  Preparatory  commands. 

2.  Marching  forward  in  single  file  around  room. 

3.  Arm: 

( 1 )  Shoulders,  firm ! 

(Fingers  to  shoulders,  elbows  up.) 

(2)  Position! 

4.  Trunk: 

(1)  Trunk,  sideward  left.  Bend. 

(2)  Position! 

5.  General: 

Hopping  on  toes,  with  facings  left  and  right. 
( Four  counts  on  each  turn.) 

6.  Breathing. 

Lesson  VI 

1.  Preparatory  commands. 

2.  On  toes,  raise! 

Heels,  sink! 

3.  Head: 

(1)  Head,  firm!  (Head  up,  elbows  back.) 

(2)  Position! 

4.  Leg : 

(1)  Toe  left  sideward,  place! 

(2)  Position! 

5.  General: 

Running  around  room  by  rows,  jump  fence. 

6.  Breathing. 


1 1 


DECEMBER 
Lesson  VII 

1.  Preparatory  commands. 

2.  Quick  changes  from  hips,  firm!  to  head,  firm! 

(The  word  “change”  instead  of  command  will  develop  alert¬ 
ness.) 

3.  Trunk: 

(1)  Knees,  firm! 

(2)  Position! 

4.  Head: 

( 1 )  Head  left,  bend ! 

(2)  Position! 

5.  Leg: 

(1)  Toe  forward  (backward)  touch.  Go! 

(2)  Position! 

6.  General  : 

Hopping,  eight  counts  on  left  foot;  then  eight  counts  on  right 
foot.  Go! 

7.  Breathing. 

JANUARY 
Lesson  VI 1 1 

1.  Preparatory  commands. 

2.  Quick  changes  from  hips,  firm!  to  arms  sideward,  fling!  (Palms 

up.) 

3.  Head  (slow  rhythm) : 

(1)  Head,  forward  (backward)  bend! 

(2)  Position! 

4.  Arm: 

(1)  Arms  sideward  upward,  raise!  (Palms  in.) 

(2)  Position! 

5.  Trunk: 

(1)  Trunk  left  twist,  Go! 

(2)  Position! 

6.  General : 

Skip  by  rows  around  room. 

7.  Breathing. 

General  review  of  Lessons  I -V III. 

FEBRUARY 
Lesson  IX 

1.  Preparatory  commands. 

2.  One  step  forward,  march!  (two  counts). 

One  step  backward,  march ! 


12 


3.  Arm: 

(1)  Arms  forward,  upward,  raise!  (Palms  in.) 

(2)  Position! 

4.  Leg : 

(1)  roe  left  sideward  touch.  Go! 

(2)  Position! 

5.  General: 

Ladder  climbing. 

6.  Breathing. 

MARCH 
Lesson  X 

1.  Preparatory  commands. 

2.  Quick  changes  from  head,  firm!  to  arms  upward,  raise! 

3.  Leg  and  trunk: 

(1)  Foot  left  sideward,  place! 

(2)  Trunk  forward,  bend! 

(3)  Trunk,  raise! 

(4)  Position! 

4.  General:  Jump  seats. 

5.  Breathing. 

Lesson  XI 

1.  Preparatory  commands. 

2.  Marching  in  place  with  facings  left  and  right. 

3.  Arm : 

(1)  Arms  upward,  bend! 

(2)  Position! 

4-  Leg: 

(1)  Touching  left  toe  forward  and  raising  arms  forward.  Go 

(2)  Position! 

5.  General: 

By  rows,  running  around  room,  jump  brook. 

6.  Breathing. 

APRIL 
Lesson  XI I 

1.  Preparatory  commands. 

2.  Marching. 

3.  Arm: 

(1)  Arms  upward,  bend! 

(2)  Forward,  thrust! 

(3)  Arms  upward,  bend! 

(4)  Position! 

4.  Leg: 

( 1)  Touching  left  toe  sideward  and  raising  arms  sideward.  Go 

(2)  Position! 


13 


5.  General :  Bicycle  race. 

Pupils  standing  in  aisles,  place  hands  on  desks  on  either  side 
and  lifting  feet  from  floor  make  the  feet  go  as  though  riding  a 
bicycle. 

6.  Breathing. 

Lesson  XIII 

1.  Preparatory  commands. 

2.  About,  face!  Review  left  and  right  facings. 

3.  Arm  and  leg: 

(1)  Touching  left  toe  forward  and  raising  arms  forward.  Go! 

(2)  Touching  left  toe  backward  and  raising  arms  upward.  Go! 

(3)  Same  as  (1). 

(4)  Position ! 

4.  General:  High  touch! 

5.  Breathing. 

MAY 

Lesson  XIV 

1.  Preparatory  command. 

2.  Review  marching  and  all  facings. 

3.  Review  all  arm  movements. 

4.  Review  all  leg  movements. 

5.  Review  all  trunk  movements. 

6.  A  general  review  of  all  exercises  given  through  the  year. 

AFTERNOON  RELIEF  PERIODS 

SUGGESTIONS 

1.  Skipping. 

2.  Marching. 

3.  Jump  brook. 

4.  High  touch. 

5.  Jump  fence. 

6.  Jump  seats. 

7.  Fire  engine. 

8.  Hopping. 

9.  Ladder  climbing. 

10.  Snowballing  or  ball  throwing. 

11.  Stretching. 

12.  Do  this,  do  that,  or  any  short  classroom  game. 

13.  Short  run  out-of-doors. 

14.  Heads  on  desk  and  rest. 

15.  Form  circle  quickly.  Any  short  game. 

16.  Give  plenty  of  deep  breathing,  without  rhythm. 

14 


Dances 


GENERAL  INSTRUCTIONS 


1.  The  general  effect  of  the  work  done  in  dancing  should  be  a  unity 

of  rhythm,  harmony,  and  expression  without  expecting  uniform¬ 
ity  in  the  manner  of  expression. 

2.  The  dancer  should  not  develop  self-consciousness,  but  should  freely 

enter  into  the  spirit  of  the  dance.  Preserve  the  spirit  of  play  as 
much  as  possible. 

3.  No  work  in  small  groups  shall  be  encouraged  and  no  solo  work 

given. 

4.  In  September  and  first  part  of  October  develop  the  fundamental 

steps  for  the  work  of  the  year  in  the  following  outline.  See  that 
they  are  properly  executed  before  taking  up  a  dance  and  then 
teach  only  one  dance  at  a  time. 

5.  The  victrola  can  be  used  to  advantage  after  the  steps  are  learned. 

6.  For  class  work  the  class  stands  in  good  posture  with  heels  together, 

toes  slightly  turned  out.  Hands  are  placed  lightly  on  hips, 
fingers  together. 

a.  The  boy  stands  at  the  left  of  his  partner  and  offers  her  his 
right  hand,  palm  up;  the  girl’s  left  hand  with  palm  down  is 
given. 

7.  Keep  the  work  varied  and  interesting.  Have  the  position  taken 

correctly  each  time. 


20 


SEPTEMBER 
Fundamentals  for  Dances 

E  March  to  music. 

a.  Walk  with  foot  slightly  lifted  and  ankle  extended  before 
each  step. 

2.  Skip  to  music. 

3.  Sliding  step  to  side.  (Chasse.) 

a.  Make  a  long  slide  to  the  left  with  the  left  foot.  (1)  close  the 
right  foot  to  the  left.  (2)  repeat  for  twelve  counts.  Then  repeat 
to  the  right. 

b.  In  more  rapid  time  this  step  is  a  succession  of  sideways  hops 
done  on  toes  with  a  very  slight  bending  of  the  knees — a  light 
bounding  motion. 

4.  Touch  step  forward.  In  this  position  the  heel  is  inward  and  for¬ 

ward  and  knee  well  out  to  the  side. 

a.  One  step  forward  left,  point  right  toe,  then  one  step  forward 
right,  point  left  toe.  Repeat. 

b.  Same  as  ( 1 )  to  the  side. 

c.  Three  steps  forward  and  point. 

5.  Touch  step  forward  with  left,  step  left.  Touch  step  forward  with 

right,  step  right.  Repeat. 

a.  Touch  step  forward  left,  sideways  lett,  forward  left  and  step. 
Repeat  right,  left,  right. 

6.  Balance  step. 

a .  Step  left  forward,  bring  right  foot  up  to  lett,  raise  and  sink 
heels.  Repeat  right  forward. 

b.  Repeat  left  sideward  and  right  sideward 

c.  Repeat  left  backward  and  right  backward. 

7.  Bleking  step. 

a.  With  a  hop,  place  right  foot  obliquely  forward  (toe  up), 
tipping  body  in  same  direction.  Same  with  left  toot.  Repeat 
right  and  left. 

8.  Bow. 

Boy:  With  heels  together,  hands  lightly  on  hips,  he  bends  the 
trunk  and  head  forward  from  the  hips. 

Givi:  Moving  left  (right)  toot  back  about  a  toot,  she  places 
the  weight  of  that  foot  and  points  the  toe  ot  the  forward  foot. 


OCTOBER 

Carrousel.  Victrola  record  No.  1/086 
See  Burchenal,  Folk  Dances  and  Singing  Games,  p.  -0. 


NOVEMBER 


Come,  Let  Us  be  Joyful.  Victrola  record  No.  1  / 7 0 1 
See  Burchenal,  Dances  of  the  People,  p.  74. 


DECEMBER 

Nixie  Polka.  Victrola  record  No.  17327 

Formation:  Single  circle,  face  center,  hands  on  hips,  one  child  in  cen¬ 
ter  as  leader. 

Measures  1-4.  All  take  bleking  step.  Spring  with  feet  forward  alter¬ 
nately,  heel  on  floor,  toe  up.  On  last  note  clap  hands  once. 

M  easures  5-7.  Leader  runs  twelve  steps  to  meet  a  partner.  Others  in 
place. 

Measure  8.  Stamp  twice. 

Repeat,  leader  and  partner  facing.  As  leader  turns  to  run  to 
some  other  player,  the  partner  follows,  placing  both  hands  on 
leader’s  shoulders.  Repeat  until  all  are  in  line.  The  line  may 
face  about  each  time,  alternating  leaders.  In  large  classes  it  is 
well  to  start  with  two  in  the  center,  each  leading  his  own  line. 


JANUARY 


Polly-Wolly  Doodle.  Music,  Polly-Wolly  Doodle 

Formation:  Double  circle  facing  partner,  both  hands  joined,  shoulder 
high  and  raised  sideways. 

Measures  1,2.  4  slides  to  the  left. 

Measures  3,  4.  5  light  stamps,  turning  once  around,  starting  with  out¬ 

side  foot,  hands  on  hips. 

Measures  5,  6.  4  slides  back  to  place. 

Measures  7,  8.  Same  as  measures  3,  4. 

M  easures  9,  10.  Make  one  bow  to  partner. 

M  easures  11,  12.  Beginning  right  foot  and  facing  to  right,  take  8 
skip  steps  away  from  partner.  During  this  step  the  inside  part¬ 
ner  should  be  skipping  around  circle  clockwise,  while  outside 
partner  skips  contra  clockwise. 

M  easures  13,  14.  Face  about,  turning  toward  other  line  and  take  8 
skip  steps  back  to  partner. 

Measures  15,  16.  Join  right  hands  with  partner  and  skip  around  part¬ 
ner  twice  with  8  skip  steps. 


9? 


FEBRUARY 

Kinder  Polka.  Victrola  record  No.  17327 

Formation:  Single  circle,  partners  facing,  hands  joined  and  arms  ex¬ 
tended  at  sides,  shoulder  high. 

Measure  1.  2  slides  toward  center  of  circle. 

Measure  2.  Run  three  steps  in  place.  Start  inside  foot. 

Measure  3,  4.  Repeat  toward  outside  of  circle. 

Measures  5-8.  Repeat  1-4. 

Measure  9.  Clap  own  thighs,  then  clap  own  hands. 

Measure  10.  Clap  partner’s  hands  three  times. 

Measures  11,  12.  Sames  as  measures  9-10. 

Measure  13.  Point  right  toe  forward,  place  right  elbow  in  left  hand 
and  shake  finger  three  times  at  partner. 

M  easure  14.  Repeat  with  left  foot  and  hand. 

Measure  15.  Turn  complete  circle  to  right  with  four  running  steps. 
Measure  16.  l  ap  three  times,  beginning  with  right  foot. 

Repeat  from  beginning. 


MARCH 


Slumber  Boat.  Victrola  record  No.  18448 

Notes: 

Point  left  forward,  sideways,  forward  and  step. 

Point  right  forward,  sideways,  forward  and  step. 

Repeat  left  and  right. 

Chorus: 

Balance  step  to  side  left.  (Step  together,  raise  and  sink.) 

Balance  step  to  right  side. 

Balance  step  backward  left. 

Balance  step  backward  right. 

Repeat  the  four  balance  steps. 

Repeat  whole. 

When  dance  has  been  thoroughly  learned,  dance  with  partner,  begin¬ 
ning  with  outside  foot. 

APRIL 


A  Spring  Frolic.  Victrola  record  No.  17002 
Formation:  Single  circle,  partners  facing. 

Measures  1-4.  Beginning  with  right  foot,  step  and  point  right,  left. 

Measures  5-8.  Clap  right  hands  with  partner— left  together,  right 
together,  left  together. 


23 


Measures  9-12.  Link  right  elbows — skip  8  steps  to  left. 

Measures  13-16.  Link  left  elbows — skip  8  steps  to  right. 

Measures  17-18.  Joining  hands  in  circle,  4  slides  to  right. 

Measures  19-20.  Joining  hands  in  circle,  4  slides  to  left. 

Measures  21-22.  4  steps  toward  center  of  circle. 

Measures  23-24.  4  steps  back. 

Measures  1-8.  Swing  partner  in  place  8  slides  to  right,  7  slides  to  left 
and  bow. 

MAY 

General  review  of  the  work  done  through  the  year. 


24 


- 


Games 


GAMES 

“No  training  will  give  the  boy  of  eighteen  the  development  which 
should  naturally  be  his,  if  the  training  of  his  previous  life  has  been 
neglected.” 


GENERAL  INSTRUCTIONS 

1.  l  each  one  game  at  a  time  and  teach  it  thoroughly. 

2.  Know  the  rules  yourself  and  teach  them  to  your  class. 

3.  All  children  should  play. 

4.  Be  firm,  resourceful  and  play  yourself. 

3.  See  that  the  selfish  pupils  do  not  have  the  lion's  share  of  the  play. 

6.  Do  not  treat  the  children  as  though  they  were  fragile. 

7.  Return  to  popular  games  from  time  to  time. 

8.  Play  for  the  sake  of  playing  and  not  for  the  sake  of  winning. 

9.  For  scheduled  recess  periods  each  class  should  be  assigned  to  its 

own  section  of  the  playground. 


30 


SEPTEMBER 

Pire  Engine 

Number  rows.  1  he  teacher  claps  her  hands  a  certain  number  of 
times  (fire  alarm).  I  he  row  of  corresponding  number  gallops  once 
around  room  and  back  to  place.  Occasionally  have  the  fire  break  out 
at  night  when  firemen  are  sleeping. 

Swimming  Pool 

Players  stand  in  single  line.  A  line  to  the  left  is  known  as  the 
“bank”  and  a  line  to  the  right  is  called  the  “pool”.  The  leader  calls 
out,  “On  the  bank!”  and  the  players  jump  on  the  bank.  He  then 
calls  out,  “In  the  pool!”  and  the  players  jump  into  the  pool.  The 
leader  by  quick  and  varied  commands  will,  try  to  catch  as  many  as 
possible.  Those  who  jump  across  or  remain  behind  when  the  com¬ 
mand  is  given  to  do  otherwise  are  out  of  the  game. 

Adapt  this  game  to  the  classroom  by  using  rows  in  and  out  of 
seats. 

Teacher  Ball 

A  leader  is  chosen  for  each  group  of  10  or  12  players.  The  players 
are  in  a  line  and  the  leader  is  ten  feet  away  in  front.  The  leader  tosses 
the  ball  or  bean  bag  to  the  players  in  turn,  beginning  at  the  head.  Any 
player  missing  goes  to  the  foot.  If  the  leader  misses  he  goes  to  the  foot 
and  the  head  becomes  leader.  This  game  may  be  played  with  the  class 
in  circle  formation. 

Cat  and  Mice 

Players  form  a  circle  with  about  6  children  (mice)  in  center,  and 
one  player  (the  old  cat)  outside  the  circle.  I  he  old  cat  creeps  up  and 
runs  into  the  circle.  As  soon  as  the  old  cat  catches  a  mouse,  he  returns 
to  the  circle.  The  last  one  to  be  caught  becomes  the  old  cat  for  the 
next  game  and  chooses  6  more  mice. 

Stoop  Tag 

The  same  as  ordinary  tag  except  that  a  pupil  who  stoops  (lull  knee 
bend)  is  immune  from  the  tagger.  1  his  may  be  in  circle  formation  oi 

free  play. 

OCTOBER 
High  Touch 

Class  is  formed  in  a  single  file  and  at  signal  number  one  runs  from 
a  given  mark  and  with  a  jump  tries  to  touch  a  bell,  eraser,  etc.,  he  c 
high  by  the  teacher.  Continue  till  all  have  had  a  try. 

31 


Right  and  Left  Change 


Class  is  seated.  The  command  is  given,  “'To  the  right,  change !” 
and  each  pupil  changes  to  the  seat  on  his  right.  The  right-hand  row 
stands,  marches  and  takes  the  empty  seats  on  the  left  of  the  room. 
The  same  may  be  done  to  the  left  or  alternately.  This  is  a  good  game 
for  a  relief  period  occasionally. 


Slap  Jack 

Pupils  stand  in  circle  facing  inward  with  hand  behind  body.  The 
tagger  runs  around  the  outside  of  the  circle  and  tags  someone  on  the 
hand,  continuing  to  run  in  the  same  direction.  The  one  tagged  runs  in 
the  opposite  direction,  trying  to  get  back  to  his  place  before  the  tagger. 
The  one  failing  to  reach  place  first  becomes  the  next  tagger. 

Automobile 

Four  couples  are  chosen  to  form  arches  (railroad  track)  in  each 
corner  of  the  room.  The  rest  of  the  class  are  automobiles  running  in 
single  file  about  the  room  through  the  arches.  When  the  teacher  blows 
the  whistle,  the  arches  lower,  and  if  an  automobile  is  caught,  it  is 
wrecked  and  goes  to  its  garage  (seat). 

Midnight 

One  player  is  the  fox  and  the  others  sheep.  The  fox  may  catch  the 
sheep  only  at  midnight.  The  game  starts  with  the  fox  standing  in  a 
den  marked  in  one  corner  of  the  playground,  and  the  sheep  in  a  sheep- 
fold  marked  in  the  diagonally  opposite  corner.  The  fox  leaves  his  den 
and  wanders  about  the  meadow  (playground),  whereupon  the  sheep 
also  come  forth  and  scatter  around,  approaching  as  close  to  the  fox  as 
they  dare.  They  keep  asking  him,  “What  time  is  it?”  and  he  answers 
with  any  hour  he  chooses.  Should  he  say,  “Three  o’clock,”  or  “Eleven 
o’clock,”  etc.,  they  are  safe;  bdt  should  he  say,  “Midnight,”  they  must 
run  for  the  sheepfold  as  fast  as  possible,  the  fox  chasing  them.  Any 
sheep  caught  changes  places  with  the  fox,  and  the  game  is  repeated. 
When  played  in  a  classroom,  only  a  few  children  should  be  selected 
for  sheep. 

NOVEMBER 
Crossing  the  Brook 

Draw  two  lines  on  the  floor  3  feet  apart — in  front  of  room — to  rep¬ 
resent  brook.  Have  each  row  run  around  and  jump  over  “brook”. 


32 


Jack  in  the  Box 

Pupils  sit  in  seat  facing  with  i'eet  in  left  aisle,  heads  down.  Teacher 
gives  the  command,  Jack  out  of  the  box,  and  pupils  jump  up  quickly. 
I  hen  teacher  says,  Jack  in  the  box,”  and  pupils  quickly  take  seats. 
The  teacher  can  give  varied  and  quick  commands.  Pupils  must  be 
aleit  and  do  only  as  commanded.  I  hose  making  mistakes  must  remain 
in  their  seats,  out  of  the  game. 


Center  Ball 

Playeis  form  a  circle  lacing  inward  with  one  in  the  center  holding  a 
ball.  He  tosses  it  to  some  player  who  must  catch  it,  place  it  in  the 
center  of  the  circle  and  quickly  chase  the  one  who  threw  it.  The  one 
who  threw  the  ball  runs  out  of  the  circle  and  tries  to  return  and  touch 
the  ball  before  being  tagged.  If  he  is  tagged  he  rejoins  the  circle  and 
the  other  player  throws  the  ball.  If  he  is  not  tagged  before  returning 
to  the  ball,  he  throws  again. 


Pinch — 0 

One  player  is  chaser  and  the  others  stand  in  a  line  five  feet  in  front 
of  him  with  hands  joined.  One  end  player  says,  “Pinch,”  and  a  pinch 
is  passed  along  down  the  line  (concealed  from  the  chaser  as  much  as 
possible)  to  the  other  end  player,  who  calls  out  “O”.  Immediately  the 
line  breaks  and  runs  for  “home”,  a  line  determined  at  one  end  of  the 
yard  some  distance  away.  Any  caught  by  the  chaser  must  join  him 
in  tagging  the  others,  when  the  game  is  repeated.  The  last  one  to  be 
caught  is  the  winner. 

Arch  Relay 

Line  formation,  taking  arms  distance,  captain  the  first  in  line.  I  he 
ball  is  passed  back  overhead,  each  player  receiving  and  passing  the  ball 
back.  The  last  man  in  the  line  on  receiving  the  ball  runs  to  the  front, 
passes  the  ball  to  the  first  in  line,  and  takes  his  position  at  arm  s  dis¬ 
tance.  This  is  repeated  until  each  player  has  his  turn.  I  he  captain 
being  the  last  to  receive  the  ball,  will  run  across  the  finish  line,  ten 
feet  ahead  of  the  line  formation. 

DECEMBER 

Jump  the  Pence 

Place  stick  across  two  seats.  Have  each  row  run  around  and  jump 
“over  the  fence”. 


33 


Have  You  Seen  My  Sheep? 

One  person  is  ''it”,  and  standing  before  the  class  asks  the  question, 
"Have  you  seen  my  sheep?”  The  class  answers,  "No,  what  does  it  look 
like?”  “It”  then  describes  some  boy  or  girl  in  the  room.  The  one 
described  at  once  stands  and  chases  “it”.  If  he  catches  him,  he  is  “it”. 
If  he  fails  to  catch  “it”,  “it”  has  another  turn. 

f 

Guess  Who? 

One  pupil  before  the  class  imitates  some  characteristic  motion  or 
habit  of  a  classmate.  The  class  tries  to  guess  who  it  is.  The  one 
guessing  correctly  may  do  the  next  “stunt”. 

Hare  and  Hound 

Class  stands  in  circle  formation.  Two  articles  as  a  bean  bag  and 
ball  representing  a  hare  and  a  hound  are  started,  one  a  short  distance 
from  the  other.  At  the  signal,  “Go,”  the  objects  are  passed  as  rapidly 
as  possible  around  the  circle,  the  hound  trying  to  catch  the  hare.  If 
the  hare  has  not  been  caught  after  three  trips  around,  it  wins  the  game. 

The  class  may  also  stand  in  two  lines,  passing  the  objects  zig-zag 
down  the  line. 

Number  Race 

Send  a  representative  from  each  row  to  the  board.  Teacher  gives 
some  simple  example  in  addition  or  multiplication.  Each  pupil  writes 
it  down  and  puts  down  the  correct  answer,  immediately  runs  to  the 
right  around  the  room  and  returns  to  his  place,  pointing  at  his  answer 
with  his  finger.  The  one  to  return  first  wins  a  point  for  his  row.  Then 
another  group  is  sent,  until  all  have  had  a  turn.  The  teacher  keeps  the 
total  score  by  rows.  The  teacher  may  use  this  race  for  spelling  also. 


JANUARY 

Whirlwind 

Class  stands  in  rows.  The  leader  in  front  of  class  says,  “The  wind 
blows  east,”  upon  which  all  turn  east.  At  the  command,  “The  wind 
blows  west,”  all  turn  west,  etc.  Occasionally  he  may  say,  “The  wind 
blows  a  whirlwind,”  whereupon  all  turn  a  complete  circle  in  place. 
Should  the  leader  say,  “Whirlwind”  only,  all  remain  still.  Anyone 
caught  at  this  point  drops  out.  The  player  standing  up  longest  wins. 


34 


Five  Steps 

All  playeis  line  up  with  a  leader  in  front.  1  he  leader  stands  with 
back  to  players,  blinding  his  eyes.  1  he  players  advance  toward  a  goal 
line  50  yards  off,  but  must  be  absolutely  motionless  when  the  leader, 
after  counting  1,  2,  3,  4,  5,  looks  around.  Any  caught  have  to  go  to 
starting  line  again.  The  first  to  reach  the  finish  line  may  be  leader  for 
the  next  game. 

This  game  may  be  played  in  the  classroom  as  well  as  outside. 

Bean  Bag  Balance  Relay 

Each  row  has  a  representative  with  a  bean  bag.  \  hese  pupils  stand 
at  the  back  of  the  room  and  on  the  word,  “Go,”  balancing  the  bean  bag 
on  heads,  advance  as  rapidly  as  possible  to  the  front  of  the  room.  The 
first  to  reach  the  board  wins.  I  he  game  thus  continues  until  all  have 
played  and  a  total  score  is  kept  by  rows. 

Bean  Bag  Circle  Pass  Relay 

Class  stands  in  two  circles,  each  circle  around  two  rows  of  desks. 
Each  circle  has  a  captain  with  a  bean  bag.  At  the  signal,  “Go,”  the 
captain  passes  the  bean  bag  to  the  left,  each  player  receiving  and  pass¬ 
ing  it  on  around  the  circle  until  it  has  made  three  trips.  The  captain 
on  receiving  the  bean  bag  the  third  time  holds  it  in  the  air. 

Other  variations  of  this  relay  can  be  used,  as: 

(1)  Captain  touch  floor  and  pass,  each  pupil  repeating  the  same 

motion. 

(2)  Spin  once  around  and  pass. 

(3)  Toss,  caught  and  pass. 

( 4)  Captain  stand  in  center  and  pass  to  each  player  in  turn  around 
the  circle. 

FEBRUARY 
Beast,  Bird,  Fish 

Class  remains  seated.  One  pupil  who  is  “it/  goes  to  anothei  and 
points  at  him  quickly  and  says,  “Beast,  bird  or  fish,  then  repeats  one 
of  the  classes  and  counts  ten,  whereupon  he  must  name  some  beast,  bird 
or  fish,  according  to  the  last  class  named.  Should  he  tail  to  do  so,  he 
must  become  “it”.  Should  he  succeed,  it  has  to  try  to  catch  another 

person. 

Seat  Tag 

Same  as  ordinary  tag  except  that  the  runner  may  at  any  time  sit 
with  a  classmate,  who  automatically  becomes  “it  and  chases  the  per¬ 
son  who  was  “it”. 


35 


Sharp  Eyes 


1.  One  player  is  sent  from  the  room.  While  absent,  one  of  the 
pupils  hides  some  small  object  which  has  been  shown  to  the  absent  one. 
When  hidden,  the  absent  player  is  recalled  and  hunts  for  the  object. 
While  he  is  doing  this,  the  others  clap  or  sing  softly  when  he  is  far  away, 
louder  as  he  nears  the  object. 

2.  The  class  may  all  place  heads  on  desk  and  be  sure  to  cover  the 
eyes.  One  pupil  hides  the  ring  or  object  used.  When  ready,  a  signal 
is  given  and  all  raise  heads.  One  row  is  sent  to  look  for  the  object. 
As  soon  as  a  player  sees  it  he  makes  no  sound,  but  quietly  takes  his 
seat,  and  so  the  game  continues  till  all  are  in  their  seats.  The  first  to 
find  it  may  hide  it  for  the  next  game. 

Lost  Seat 

One  player  is  “it"  and  stands  in  front  of  the  class.  The  class 
remains  seated  and  toward  the  back  of  the  room  is  one  vacant  seat  for 
“it”.  He  must  try  to  get  this  vacant  seat,  but  the  pupils  will  try  to 
keep  changing  seats  so  that  “it”  can  never  secure  his  “lost  seat”.  Should 
he  secure  a  seat,  the  one  who  lets  him  in  shall  be  “it”.  In  case  of  ques¬ 
tion,  he  may  decide  who  shall  be  “it". 

MARCH 

Do  This,  Do  That 

All  players  stand  facing  one  of  their  number  who  is  the  leader.  The 
one  who  is  leading  assumes  any  position  or  imitates  any  action,  at  the 
same  time  saying,  “Do  this,’’  and  the  others  immediately  imitate. 
Should  the  leader  at  any  time  say,  “Do  that,”  instead  of  “Do  this,” 
any  player  who  imitates  the  action  performed  must  be  seated. 

Schoolroom  Tag 

Mark  a  circle  on  floor  in  front  of  desks.  Choose  a  player  to  be 
“it".  He  stands  near,  but  not  in  the  circle,  and  calls  the  names  of 
three  players.  The  players  must  rise  and  try  to  reach  the  circle  with¬ 
out  being  tagged.  They  may  run  in  any  aisle  in  either  direction.  The 
first  to  reach  the  circle  is  “it”,  and  may  name  three  more. 

Initial  Tag 

A  pupil  who  is  “it"  is  sent  to  the  board.  He  writes  down  the  initial 
of  some  pupil  in  the  room.  That  pupil  is  to  try  to  tag  “it”  before  he 
can  return  to  his  seat.  If  successful,  he  becomes  “it”. 


36 


Three  Deep 


Pupils  stand  in  double  circle  facing  inward  about  three  or  live  feet 
apart.  I  he  teacher  appoints  a  runner  and  a  tagger.  The  runner  may 
go  any  place  outside  of  circle,  and  to  avoid  being  tagged  tries  to  place 
himself  in  front  of  one  ol  the  couples.  As  soon  as  a  pupil  becomes  the 

third  one  he  becomes  the  runner.  If  the  runner  is  tagged  he  becomes 
the  tagger. 


APRIL 
See  and  Say 

I  eachei  may  place  15  to  20  articles  on  a  desk  or  table.  One  pupil 
is  called  up  and  allowed  ten  seconds  to  study  the  articles.  I  he  articles 
aie  then  covered,  and  the  pupil  is  asked  to  name  as  many  things  as 
possible.  Competition  by  rows  could  also  be  used,  allowing  one  child 
from  each  row  to  come  up  at  the  same  time,  then  return  to  his  seat  and 
write  on  a  slip  of  paper  as  many  as  he  can  remember. 


Club  Snatch 

A  goal  is  marked  off  across  each  end  of  the  play  space.  Midway 
between  the  goals,  an  Indian  club  is  placed.  Players  are  divided  into 
two  equal  teams,  each  having  a  captain.  Each  team  takes  its  place  on 
one  of  the  goals.  'I  he  object  of  the  game  is  for  one  of  the  runners  to 
snatch  the  club  and  return  to  his  goal  before  a  runner  from  the  oppo¬ 
site  goal  tags  him,  both  leaving  their  bases  at  the  same  time.  The 
players  are  numbered,  each  having  a  turn  to  run.  The  person  in  charge 
calls  the  numbers  and  keeps  the  score.  Should  a  player  succeed  in 
reaching  his  goal  before  the  other  player  can  tag  him,  his  team  scores 
one  point.  Should  he  be  tagged  before  he  can  return  with  his  trophy, 
the  opponent  scores  one  point.  The  club  is  replaced  after  each  run  and 
players  return  to  their  original  teams.  When  each  runner  has  run 
once,  teams  exchange  goals  and  run  a  second  time.  The  team  wins 
which  has  the  highest  score  at  the  end  of  the  second  round. 

Touch  Race 

From  a  given  point  or  line  the  pupils  may  run  to  a.  fence,  wall,  trees 
or  the  school  building,  and  after  touching  it,  return  to  starting  point. 
The  first  one  crossing  the  line  is  the  winner.  I  he  whole  class  may  par¬ 
ticipate  or  it  may  be  divided  up  into  groups  of  fours,  eights,  etc.  I  his 
game  may  be  varied  by  having  the  pupils  turn  around  to  left  alter 
striking  the  building  with  the  left  hand,  turning  to  the  right  alter 
striking  it  with  the  right  hand,  striking  it  three  times  with  the  hand,  etc. 


37 


Couple  Tag  (As  Ordinary  Tag) 


All  players  but  two  hook  arms  in  couples.  Of  the  two  free,  one  is 
“it”,  and  the  other  a  runner.  The  runner  may  save  himself  by  lock¬ 
ing  arms  with  either  member  of  the  couple  he  chooses.  The  third  party 
of  that  group  becomes  the  runner.  If  the  runner  at  any  time  be  tagged, 
he  becomes  “it”  and  “it”  becomes  runner. 


MAY 

Magic  Game 
Handkerchief  Tag 

One  player  has  a  handkerchief,  one  is  chaser.  The  players  are  scat¬ 
tered  about  the  field.  The  chaser  runs  after  the  one  who  has  the  hand¬ 
kerchief.  To  save  himself  from  being  tagged,  he  gives  the  handkerchief 
to  another,  who  is  chased.  Should  the  chaser  tag  the  one  holding  the 
handkerchief,  that  one  becomes  chaser. 

Rope  Jumping 

For  variations,  see  Bancroft,  pages  118-120. 

Stride  Relay 

The  players  are  divided  into  two  or  more  divisions  of  equal  num¬ 
ber.  The  first  player  of  each  team  stands  on  a  line  and  the  other 
players  of  his  team  line  up  directly  behind  him  in  a  stride  position. 
The  first  player  in  each  row  has  a  ball,  and  at  the  leader’s  command, 
rolls  it  between  his  feet  to  the  next  player  behind  him,  who  passes  it  on 
to  the  next  player.  If  the  ball  is  going  rapidly  and  in  a  straight  line 
between  the  feet,  the  players  should  not  stop  the  ball;  only  when  the 
ball  is  going  slowly  or  off  to  one  side,  should  it  be  touched.  When  the 
last  player  receives  the  ball  he  runs  to  the  front  position,  while  all  the 
other  players  move  back  one  position.  If  the  ball  strikes  a  player  and 
rolls  away,  it  must  be  passed  between  the  feet  of  that  player  while  in 
position.  If  the  ball  rolls  away  some  distance,  it  should  be  secured  by 
another  player,  and  thrown  to  the  proper  player.  The  team  wins, 
whose  first  player,  after  receiving  the  ball  at  the  end  of  the  line,  first 
crosses  a  finishing  line  some  distance  in  front  of  the  first  positions. 

Review  other  games  from  previous  months  which  can  be  used  on  the 
playground. 


38 


LIST  OF  HANDY  ARTICL  ES  FOR  CLASSROOM 


Bean  bags. 

Yardstick. 

Whistle. 

Rubber  ball. 

Wire  ring  or  bracelet. 

Clothes  pins. 

Large  paper  bags. 

Spools. 

39 


Physical  Education 

by 

Herbert  W.  Park 

Supervisor  of  Physical  Education 


Public  Schools 
Greensboro,  N.  C. 
1923 


DEDICATION 

To  the  Children  of  Greensboro 

If  this  hook  will  add  a  little  joy  and  laughter  to  the 
daily  routine  of  the  regular  class  work ,  and  if,  in  the 
after  school  hours  it  will  teach  them  to  play  to  win  with 
all  their  might,  but  with  this  cultivate  a  sense  of  honor, 
it  has  then  served  its  purpose. 


PHYSICAL  TRAINING 

Through  wisely  directed  play  to  develop  a  100%  American. 

A  Moral  Code  for  Children 
In  Ten  Laws 

Aims:  Patriotism,  Health,  Self-Control. 

1.  The  Law  of  Health:  I  he  Good  American  I  ries  to  Gain  and  to 

Keep  Perfect  Health. 

2.  The  Law  of  Self-Control:  The  Good  American  Controls  Himself. 

3.  The  Law  of  Self-Reliance :  The  Good  American  is  Self-Reliant. 

4.  The  Law  of  Reliability :  The  Good  American  is  Reliable. 

5.  The  Law  of  Clean  Play:  The  Good  American  Plays  Fair. 

6.  The  Law  of  Duty:  The  Good  American  Does  his  Duty. 

7.  The  Law  of  Good  Workmanship :  A  he  Good  American  Tries  to  do 

the  Right  Thing  in  the  Right  Way. 

8.  The  Law  of  Team-Work:  The  Good  American  Works  in  Friendly 

Co-operation  with  his  Fellow  Workers. 

9.  The  Law  of  Kindness:  1  he  Good  American  is  Kind. 

10.  The  Law  of  Loyalty:  I  he  Good  American  is  Loyal. 


3 


\ 


PROGRAM  FOR  GRADES  4  -  7 


Each  class  shall  include  in  its  program  a  minimum  of  150  min¬ 
utes  weekly,  divided  approximately  into  the  following  periods:  Fifty 
minutes  weekly  for  relief  periods  (ten  minutes  daily),  twenty  min¬ 
utes  a  week  for  a  supervisor’s  period,  and  one  hundred  minutes  a 
week  (twenty  minutes  daily)  for  organized  recess  period.  In  the 
organized  recess  period  vary  the  lessons  with  the  rhythmic  work  and 
games  outlined. 

O  • 

TO  THE  TEACHER 

1.  Although  children  tend  to  enter  into  all  activities  spontaneously, 

they  need  adult  leadership,  and  if  they  have  not  this  adult 
leadership,  the  play  and  the  education  involved  in  play  break 
down. 

2.  You  as  a  teacher  should  feel  the  responsibility  of  this  leadership. 

3.  The  success  of  all  depends  on  the  attitude  of  the  one  in  charge. 

Enthusiastic  and  prompt  leadership  is  the  main  thing. 

4.  Play,  if  wisely  conducted,  produces  health  habits — physical,  men¬ 

tal  and  moral — according  to  the  leadership. 

5.  Teach  one  game  at  a  time  and  teach  it  thoroughly. 

6.  Know  the  rules  yourself  and  teach  them  to  your  class. 

7.  Never  let  the  class  rule  the  period.  Plan  periods,  set  rules,  and 

abide  by  them. 

8.  All  children  should  play.  Be  firm  and  resourceful  and  play  your¬ 

self. 

9.  Do  not  treat  children  as  though  they  were  fragile. 

10.  When  supervisor  or  assistant  is  giving  work  in  your  room,  note 

work  done,  especially  methods  of  presenting  work,  and  rhythm. 
The  demonstration  is  for  your  benefit.  Be  prepared  to  demon¬ 
strate  class  work  for  supervisor  or  assistants  at  any  time. 

11.  The  Physical  Training  Program  is  for  every  one  in  so  far  as  he 

or  she  is  physically  fit  and  capable  of  doing  so. 

12.  A  thorough  physical  examination  will  discover  pupils  who  should 

be  excused  from  certain  exercises  and  point  out  others  who  may 
take  special  exercises. 


4 


Relief  Periods 


GENERAL  INSTRUCTIONS 

1.  Schedule  two  relief  periods  in  the  morning  and  one  in  the  after¬ 

noon. 

2.  Make  these  periods  attractive  and  interesting. 

3.  Keep  the  class  alert. 

4.  Teachers  need  relief  as  well  as  the  children. 

5.  Give  the  rooms  a  general  airing  at  this  period. 

a.  Monitors  or  class  health  officers  may  be  appointed  to  assist 
the  teacher  in  these  duties. 

6.  Remove  litter  that  may  have  appeared  and  put  room  in  order. 

7.  Fake  class  out-of-doors,  providing  conditions  are  favorable. 

8.  You  and  the  class  will  get  out  of  this  period  as  much  as  you  put 

into  it. 

9.  All  exercises  for  head,  trunk,  and  leg  should  be  executed  from 

“hips  firm"  unless  other  arm  positions  are  designated. 

10.  In  trunk  and  head  exercises  make  the  rhythm  slower  than  in  arm 

and  leg  exercises. 

1 1.  Exercises  described  to  the  left  only,  should  be  executed  to  the  right 

also,  and  when  learned  should  be  alternately  left  and  right. 

12.  Each  exercise  should  be  executed  at  least  four  times. 

13.  Rhythmic  counting  by  teacher  or  class  while  an  exercise  is  being 

taken  is  helpful,  but  after  perfecting  the  exercise,  the  class  may 
keep  the  rhythm  without  loud  counting. 

14.  If  floor  shakes  while  the  class  takes  marching,  running,  or  jump¬ 

ing  exercises,  have  one  row  take  them  at  a  time.  All  jumping 
and  running  should  be  executed  lightly  on  the  toes. 

15.  Preparatory  commands  for  every  relief  period: 

Class,  ready  for  exercises! 

(Remove  coats  or  sweaters;  windows  opened.) 

Class,  sitting  position! 

Class,  stand!  (in  two  counts). 

Class,  at  ease! 

Class,  attention ! 

16.  Closing  commands  for  every  relief  period. 

Class,  be  seated!  (in  two  counts). 

17.  I  eachers  shall  use  the  nomenclature  exactly  as  given  in  this  syl¬ 

labus. 

Correct  Sitting  Position 

beet  flat  on  the  floor  under  the  desk,  knees  forming  right  angle, 
sit  well  back  in  the  seat  with  whole  spine  supported  by  back  of  chair. 
Clasp  hands  on  top  of  desk. 

6 


Ready  to  Stand 


Class,  ready  to  stand!  (in  two  counts).  On  one  slide  to  right  (left) 
ol  seat  with  right  (left)  loot  in  aisle  (outside  of  iron  brace  of  desk), 
gripping  each  side  of  the  top  ol  desk.  On  two ,  with  slight  push  from 
desk,  stand  in  the  middle  of  aisle  at  attention. 


Standing  Position 

Heels  together,  toes  slightly  turned  out,  weight  resting  equally  on 
ball  of  feet  and  heels,  arms  down,  hands  close  to  thighs,  chest  broad, 
chin  in,  stand  as  tall  as  possible. 

Breathing 

West  Point.  As  standing  position,  rotate  the  arms  from  the  should¬ 
ers  until  the  palms  face  outward,  with  deep  breathing.  Return  to 
standing  position  and  exhale.  Inhale  for  four  counts,  hold  four  counts, 
exhale  slowly  for  four  counts.  Use  this  exercise  in  the  morning.  In 
afternoon  use  breathing  exercise  without  cadence. 


At  Ease  (Standing) 


Feet  apart  with 
grasped  behind. 


weight  equally  distributed 
At  Ease  (Sitting) 


on 


both  feet,  hands 


Sit  in  a  rest  position. 

Attention 

To  obtain  attention  of  the  class  command:  Class,  attention!  (As 
standing  position.) 

Correct  Walking 

Urge  the  straight  forward  position  of  the  feet  in  walking.  ( Indian 
fashion.) 

Marching 

Facings: 

( I)  Right  (left).  (2)  Face! 

Raise  slightly  the  left  heel  and  right  toe;  lace  to  the  light,  turning 
on  the  right  heel,  assisted  by  a  slight  pressure  on  the  ball  of  the  left 
foot;  place  the  left  foot  by  the  side  of  the  right.  Felt  lace  is  executed 
on  the  left  heel  in  the  corresponding  manner. 

(1)  About.  (2)  Face! 

Carry  the  toe  of  the  right  foot  about  a  half  foot  length  to  the  real 
and  slightly  to  the  left  of  the  left  heel  without  changing  the  position  ol 


/ 


the  left  foot;  face  to  the  rear,  turning  to  the  right  on  the  left  heel  and 
right  toe;  place  the  right  heel  by  the  side  of  the  left.  (Always  turn  to 
the  right.) 

Mark  time,  March! 

On  the  command,  March!  beginning  with  the  left  foot  alternately 
raise  each  foot  about  two  inches  and  replace  it  on  line  with  the  other. 

Halt! 

At  the  command,  Halt!  given  as  either  foot  strikes  the  ground, 
place  the  other  foot  as  in  marching;  raise  and  place  the  first  foot  by 
.the  side  of  the  other.  # 

Forward,  March! 

At  the  command,  March!  advance  forward  with  the  left  foot. 
Backward,  March! 

At  the  command,  March!  step  backward  with  the  left  foot. 

Posture 

Good  posture  should  be  emphasized  in  every  lesson.  Each  room 
shall  be  graded  three  times  a  year,  using  the  “Triple  Test.”  It  shall 
include:  Test  for  standing  position,  marching  and  exercises.  Super¬ 
visors  will  give  these  tests. 


S 


Best  Standing  Position 

One  type  of  correct  weight  carrying 


Correct  Walking  Position 


9 


LESSONS  FOR  MORNING  RELIEF  PERIODS 

SEPTEMBER 


The  lesson  for  this  month  will  cover  only  simple  fundamental  exer¬ 
cises  to  review  thoroughly  a  standard  nomenclature  This  work  shall 
be  given  until  well  developed.  Then  begin  lessons  for  October. 

In  each  relief  period  take  an  exercise  from  2  or  3  units  and  in  the 
order  given,  always  giving  plenty  of  deep  breathing  at  the  close  of  the 
lesson. 


Unit  I.  Introductory: 

Facings  and  Marching. 


Unit  II. 
1. 
2. 

3. 

Unit  III. 
1. 

2. 
.  3. 

4. 

5. 

6. 
»-“T 
/. 

8. 

9. 

10. 

Unit  IV. 
1. 
2_ 

3. 

4. 

5. 

Unit  V. 

1. 

2. 

3. 

Unit  VI. 


Head  (from  hips — firm)  : 

Head  left  (right) — Bend!  Position! 

Head  forward — Bend!  Position! 

Head  backward — Bend !  Position ! 

Arm : 

Arms  forward — Raise!  Position!  (palms  in). 
Arms  sideward — Raise!  Position!  (palms  down). 
Arms  sideward  upward — Raise !  Position  ! 

Arms  forward  upward — Raise !  Position  ' 

Arms  upward — Bend !  Position  ! 

H ead — fi rm !  (el bows  back). 

Chest — firm ! 

Shoulders — firm ! 

Hips — firm ! 

Knees — firm ! 

Ueg  (from  hips — firm) : 

Feet — Close !  Open ! 

On  toes — Raise!  Heels,  sink! 

Quarter  knee  bend — Bend! 

Ueft  (right)  foot  forward — Place!  Position! 

Ueft  (right)  foot  sideward — Place!  Position! 

I  runk  (from  hips — firm) : 

Trunk  forward — Bend!  Position! 

Trunk,  left  (right) — Bend!  Position! 

Trunk,  left  (right) — Twist!  Position! 

Breathing — West  Point. 


OCTOBER 

I.  Preparatory  commands. 

II.  Stretching  (as  when  tired). 


III.  Head  (from  hips — firm): 

1.  Head  backward  bend  and  left  (right)  toe  backward  touch — 

Go! 

2.  Position ! 

IV.  Arm  (from  arms  upward — bend): 

1.  Arms  forward — Thrust! 

2.  Arms  upward — Bend! 

3.  Arms  sideward — Thrust! 

4.  Arms  upward — Bend! 

V.  Trunk: 

1.  Swing  arms  left;  twist  trunk  left — Go! 

2.  Position! 

VI.  General:  Each  row  run  around  room. 

VII.  Breathing — West  Point. 

NOVEMBER 


I.  Preparatory  commands. 

II.  Breathing — West  Point. 

III.  Facings — left,  right,  about. 

IV.  Arm: 

’  Quick  changes  between — 

Head — firm ! 

Hips — firm ! 

Knees — firm ! 

Note.— Class  may  do  these  three  motions  in  rhythm  to  the  tune  ot 

“Yankee  Doodle”  or  such. 

V.  Leg  (from  hips — firm): 

1.  On  toes — Raise!, 

2.  Knees — Bend! 

3.  On  toes — Raise! 

4.  Heels — Sink! 

VI.  Trunk  (from  hips — firm): 

1.  Trunk  forward — Bend! 

2.  Position! 

VIE  General:  Running  in  place. 

VIII.  Breathing  exercise,  after  being  seated. 

DECEMBER 


I.  Preparatory  commands. 

II.  Breathing. 

HI.  Facings  and  Marching. 


11 


IV.  Arm: 

1.  Arms  sideward — Raise! 

2.  Arms  forward — Stretch ! 

3.  Arms  upward — Raise! 

4.  Arms  sideward,  downward — Lower! 

V.  Trunk  and  leg  (from  hips — firm): 

1.  Left  (right)  foot  sideward— Place! 

2.  Trunk  left — Twist! 

3.  Trunk  front — Twist! 

4.  Position ! 

VI.  Abdominal,  Arm : 

1.  Left  (right)  knee  upward  bend  and  shoulders  firm — Go! 

2.  Position ! 

VII.  General:  Jumping  to  stride. 

VIII.  Breathing — West  Point. 

JANUARY 


I.  Preparatory  commands. 

II.  Stretching  (as  when  tired). 

III.  Facing  and  marching. 

IV.  Arm  (from  chest — firm): 

1.  Arms  sideward  fling  (palms  up)  and  on  toes,  raise — Go! 

2.  Position ! 

V.  Trunk  (from  head — firm): 

1.  Trunk  left  (right) — Bend! 

2.  Position ! 

VI.  Leg,  Arm : 

1.  Left  toe  forward,  touch  and  arms  forward,  raise — Go! 

2.  Left  toe  sideward,  touch  and  arms  sideward,  fling- — Go! 

3.  Same  as  ( 1 ). 

4.  Position ! 

VII.  General.  Do  the  following  exercise  while  marking  time: 

1.  Arms  sideward — Raise!  (snap  fingers). 

2.  Overhead,  clap! 

3.  Same  as  ( 1 ). 

4.  Position ! 

VIII.  Breathing — West  Point. 

Lessons  for  the  second  semester  will  be  given  out  in  bulletin  form. 


12 


SUGGESTED  MATERIAL  FOR  THE  AFTERNOON  RELIEF 

PERIOD 


1.  Any  of  the  morning  exercises  executed  in  rhythm  or  set  to  some 

tune  which  the  class  can  sing. 

2.  Marching. 

3.  High  touch. 

4.  Skipping. 

5.  Stretching  (as  when  tired). 

6.  Do  This,  Do  That,  or  any  short  classroom  game. 

7.  Head  on  desk  and  rest. 

8.  Short  run  out-of-doors. 

9.  Plenty  of  deep  breathing. 


Dances 


GENERAL  INSTRUCTIONS 


I.  The  general  effect  of  the  work  done  in  dancing  should  be  a  unity 

of  rhythm,  harmony  and  expression  without  expecting  uniform¬ 
ity  in  the  manner  of  expression. 

II.  The  dancer  should  not  develop  self-consciousness,  but  should  freely 

enter  into  the  spirit  of  the  dance.  Preserve  the  spirit  of  play 
as  much  as  possible. 

III.  No  work  in  small  groups  shall  be  encouraged  and  no  solo  work 

given. 

IV.  In  September  and  first  part  of  October  develop  the  fundamental 

steps  for  the  work  of  the  year  in  the  following  outline.  See 
that  they  are  properly  executed  before  taking  up  a  dance  and 
teach  only  one  dance  at  a  time. 

V.  The  victrola  can  be  used  to  advantage  after  the  steps  are  learned. 

VI.  For  class  work  the  class  stands  in  good  posture  with  heels  to¬ 

gether,  toes  slightly  turned  out.  Hands  are  placed  lightly  on 
hips,  fingers  together. 

1.  The  boy  stands  at  the  left  of  his  partner  and  offers  her  his 
right  hand,  palm  up,  and  the  girl’s  left  hand  with  palm  down  is 
given. 

VII.  Keep  the  work  varied  and  interesting  and  have  the  positions 
taken  correctly  each  time. 

VIII.  If,  in  the  opinion  of  the  director,  a  class  has  completed  the 
dances  for  their  own  grade  in  an  efficient  manner  so  that  they 
can  take  more,  an  "optional ”  has  been  placed  in  the  outline  for 
each  grade,  or  she  may  review  any  dances  of  previous  grades. 


20 


FUNDAMENTALS  FOR  DANCES 

I.  March  to  music. 

1.  Walk  with  foot  slightly  lifted  and  ankle  extended  before  each 
step. 

II.  Skip  to  music. 

III.  Sliding  step  to  side  (Chasse). 

1.  Make  a  long  slide  to  the  left  with  the  left  foot  (1),  close  the 
right  foot  to  the  left  (2).  Repeat  for  twelve  counts.  Then 
repeat  to  the  right. 

2.  In  more  rapid  tune  this  step  is  a  succession  of  sideways  hops 
done  on  toes  with  a  very  slight  bending  of  the  knees.  A 
light  bounding  motion. 

IV.  Touch  step  forward.  In  this  position  the  heel  is  inward  and  for¬ 

ward  and  knee  well  out  to  the  side. 

•  1.  One  step  forward  left  and  point  right  toe,  then  one  step 

forward  right  and  point  left  toe.  Repeat. 

2.  Same  as  (1)  to  the  side. 

3.  Three  steps  forward  and  point. 

V.  Point  left  forward  and  step  left  forward.  Repeat  right. 

1.  Point  forward,  sideward,  forward.  Step  forward. 

VI.  Polka  step. 

1.  Heel  and  toe  polka. 

VII.  Bleking  step. 

1.  With  hop,  place  right  foot  obliquely  forward  (toe  up)  tip¬ 
ping  body  in  same  direction.  Same  with  left  foot.  Repeat 
right  and  left. 

VIII.  Bow. 

•  *  Boy:  With  heels  together  and  hands  lightly  on  hips  he  bends 

the  trunk  and  head  forward  from  the  hips. 

Girl:  Moving  left  (right)  foot  back  about  a  foot,  she  places 
the  weight  to  that  foot  and  points  the  toe  ol  the  forward 

foot. 


DANCES  — GRADE  4 

SEPTEMBER 

Review  thoroughly  the  outline  on  “Fundamentals  for  Dances”. 

OCTOBER  —  NOVEMBER 

Gustav  Skoal.  Victrola  record  No.  17330. 

See  Burchenal,  Dances  of  the  People,  p.  ?6. 

DECEMBER  —  JANUARY 

Klappdans.  Victrola  record  No.  17084. 

See  Burchenal,  Dances  of  the  People,  p.  38. 

FEBRUARY  — MARCH 

Minuet.  Victrola  record  No.  17087. 

Clarke,  Physical  Training,  p.  111. 

APRIL— MAY 

Seven  Jumps.  Victrola  record  No.  17777 
See  Burchenal,  Dances  of  the  People,  p.  68. 

OPTIONAL 

i 

Children's  Reel.  Victrola  record  No.  17329. 

Formation:  Sets  of  four.  Partners  side  by  side,  facing  the  opposite 
couple  with  the  boys  at  the  left  of  the  girls.  Partners'  inside 
hands  joined  to  girls’  holding  the  skirt  daintily. 

Step  I. 

Step  and  bend  sideways  to  the  right  and  same  to  the  left. 

Four  chasses  in  a  half  circle  to  the  right  and  by  this  the  couples  have 
changed  places.  (Count  one  and  two  and  three  and  four  and.) 

Repeat  all,  beginning  with  step  and  bend  to  the  left. 

Step  II. 

The  girls  in  each  set  change  places  with  four  chasses,  beginning  with 
the  right  foot  and  with  hands  at  skirts.  Boys  then  do  the  same  with 
hands  on  hips.  Now  the  couples  have  changed  places. 

All  give  right  hand  to  the  opposite,  and  pass  by  with  one  polka 
step  (polka-step,  together,  step). 

Making  a  quarter  turn,  give  left  hand  to  partner  and  pass  by,  finish¬ 
ing  in  the  place  from  which  the  dance  started. 

Bow  to  partner  (boys — hands  at  hips,  girls — holding  skirts.  Count¬ 
ing  one  and  two  and). 

Bow  to  opposite,  counting  three  and  four  and. 


DANCES  — GRADE  5 

SEPTEMBER 

Review  thoroughly  the  outline  on  “Fundamentals  for  Dances”. 

OCTOBER  —  NOVEMBER 

Bleking.  Victrola  record  No.  17085 
Burchenal,  Dances  of  the  People,  p.  52. 

DECEMBER  — JANUARY 

Butterfly.  Victrola  record  No.  17845. 

1.  Position  for  first  half  of  dance. 

Gentleman  s  right  arm  is  extended  lightly  across  the  shoulders  of 
the  lady  who  stands  at  his  right  side.  Lady  lifts  her  right  hand  and 
taking  his  right  hand  lifts  it  above  her  head. 

I  he  lady  extends  her  left  hand  across  and  in  front  of  the  gentleman, 
placing  it  in  gentleman’s  left  hand.  Shoulders  high. 

2.  Step  for  the  first  half  of  dance. 

Barn  dance  forward.  Run  forward  three  steps,  left,  right,  left,  and 
hop  on  the  supporting  foot.  Repeat,  beginning  with  the  right  foot. 

3.  Second  half  of  dance. 

Gentleman  drops  lady’s  right  hand  from  his  right,  and  lady  dances 
in  circle  around  gentleman  until  she  regains  her  original  position  at  the 
right  of  the  gentleman,  using  four  “step-hop”  steps. 

Gentleman  dances  two  “step-hop”  steps  in  place  and  turns  quickly 
after  her  and  with  two  more  “step-hop”  steps  regains  his  original  posi¬ 
tion  at  the  left  of  the  lady.  Continue  as  long  as  desired. 

FEBRUARY  — MARCH 

Ribbon  Dance.  Victrola  record  No.  17329. 

Burchenal,  Dance  of  the  People,  p.  13. 

APRIL—  MAY 

Ace  of  Diamonds.  Victrola  record  No.  17083. 

Burchenal,  Folk  Dances  and  Singing  Games,  p.  6. 

OPTIONAL 

Crested  Hen.  Victrola  record  No.  17159 
Burchenal,  Dances  of  the  People,  p.  61. 


DANCES  — GRADE  6 

SEPTEMBER 

Review  thoroughly  the  outline  of  “Fundamentals  for  Dances”. 

OCTOBER  —  NOVEMBER 

Sellenger's  Round.  Victrola  record  No.  18010. 

Clarke,  Physical  Training,  p.  248. 

DECEMBER  — JANUARY 

How  Do  You  Do?  Victrola  record  No.  18616. 

Formation:  Circle  around  room,  sets  of  four  couples  facing. 

1.  Inside  hands  joined,  outside  on  skirt  (or  at  waist).  Four  slides  to 

left;  four  slides  back  to  place  (eight  counts).  Hands  joined, 
eight  slides  around  to  left  (eight  counts). 

2.  Forward  and  back  (eight  counts).  Forward  and  “How  do  you 

do?”  (eight  counts).  On  “how”,  join  right  hands  with  oppo¬ 
site;  on  “do”,  shake  right  hands  with  opposite;  on  “you”,  join 
left  hands  with  opposite;  on  “do”,  shake  left  hands  with  oppo¬ 
site.  Hands  joined  with  opposite.  Eight  slides  toward  center 
of  circle  (eight  counts);  eight  slides  back  to  place  (eight  counts). 

3.  “Star.”  Right  hands  joined  with  diagonal.  Eight  skips  around  in 

place- (moving  to  left).  Turn,  join  left  hands,  eight  skips  back 
to  place. 

4.  Forward  and  back.  Forward  and  pass  through  opposite  couple. 

Start  with  right  foot,  six  steps  forward,  step  to  right  and  curtsey 
to  new  couple.  (Each  one  goes  to  her  own  right  in  “passing 
through”).  (Eight  counts.) 

Repeat  from  beginning  with  new  couple. 

FEBRUARY  — MARCH 

Irish  Reel.  Victrola  record  No.  17002. 

Formation:  In  two  lines,  partners  facing  in  sets  of  four.  Hands  on 
hips. 

I. 

Measures  1-2.  Hop  four  times  on  the  right  foot  and  at  the  same  time 
tap  forward  four  times  with  the  left  toe. 

Measures  3-4.  Repeat  with  opposite  foot. 

Measures  5-8.  All  join  right  hands  high  in  mill  wheel.  Beginning 
with  the  left  foot,  take  eight  skip  steps  around. 

Measures  9-16.  Repeat  all,  beginning  with  opposite  foot. 


24 


II. 

Measures  1-4.  Head  couple  join  both  hands  and  take  four  slides  to 
foot  of  set  and  four  slides  back,  while  foot  couple  join  hands  on 
hips  and  take  four  slides  to  head  of  set  and  back,  passing  outside 
head  couple. 

Measures  5-8.  Repeat  Measures  1-4,  but  this  time  let  foot  couple  join 
hands  and  slide  up  center  while  head  couples  slide  down  outside. 

III. 

Measures  1-4.  All  join  both  hands  and  take  eight  slides  to  right. 
Measures  5-8.  Eight  slides  back  to  place. 

APRIL— MAY 

Dainty  Step.  Victrola  record  No.  17557. 

In  couples..  Circle  formation: 

1.  Point  outside  foot  forward,  (1)  to  side,  (2)  touch  foot  across*  and 

back,  (3)  and  turn  away  from  partner  three-quarters  of  the  way 
around  facing  partner  (4). 

2.  Step  and  bend  counterclockwise,  (1,  2).  Step  and  bend  clockwise. 

(3,4). 

3.  Four  slides  counterclockwise  (1-4). 

4.  Three  walking  steps  counterclockwise  and  point  outside  foot  (1-4). 
Repeat  as  many  times  as  desired. 

OPTIONAL 

Oxdansen .  Victrola  record  No.  17003. 

Burchenal,  Folk  Dances  and  Singing  Games,  p.  26. 


DANCES  — GRADE  7 

SEPTEMBER 

Review  thoroughly  the  outline  of  “Fundamentals  for  Dances.” 

OCTOBER  —  NOVEMBER 

Portland  Fancy.  Victrola  record  No.  18616. 

Burchenal,  American  Country  Dances,  p.  76. 

* 

DECEMBER  — JANUARY 

__  t 

Carolina  Polka.  Victrola  record  No.  17557. 

In  couples,  inside  hands  joined: 

1.  Three  steps  forward  (beginning  outside  foot),  and  point,  facing 

partner. 

2.  Change  hands  and  repeat  in  opposite  direction. 

3.  Pace  partner,  join  both  hands,  and  take  four  slides  in  first  direction. 

4.  Drop  forward  hands,  swing  other  hands  forward,  and  take  four 

slides  back,  moving  in  same  direction  as  at  first. 

5.  Join  in  regular  dancing  position  and  polka  for  four  measures. 
Repeat  from  the  beginning. 


FEBRUARY  — MARCH 

Gathering  Peascods.  Victrola  record  No.  18010. 

Formation:  Single  circle,  partners  side  by  side,  girls  on  right  of  boys 
and  facing  center,  all  join  hands. 

1.  (a)  8  hops  to  right. 

(b)  Turn  single  (hands  at  waist,  with  4  leaping  steps,  turn  about 
to  right  in  place).  Repeat  (a),  going  to  left.  Repeat  (b). 
Interlude:  (a)  1.  Boys  join  hands  and  take  8  hops  to  left  (girls 

stand  still). 

2.  Get  back  in  circle  with  4  backward  running  steps. 

Girls  repeat  (a)  1  and  2,  being  sure  to  finish  on  2  beside  their 
partners  on  the  right.  Boys  stand  still  while  they  do  this. 

(b)  1.  Boys  take  4  running  steps  toward  center  of  circle,  clap¬ 
ping  hands  over  heads  on  third  step. 

2.  Boys  take  four  backward  running  steps  away  from  center  of 
circle,  back  to  place.  (While  boys  do  2,  girls  do  1.) 

3.  Boys  do  1  and  girls  do  2. 

4.  Girls  stand  still,  boys  turn  single  back  to  place  (same  four 
running  steps,  but  turn  to  right). 

(c)  Repeat  (b),  girls  going  first. 


26 


2.  Face  partners. 

(a)  “Side  with  partners”  (hands  at  waist  and  trunk  twisted  to 
ett,  pass  forward  to  left  of  partner,  with  8  walking  steps,  and 
lourth  count  click  heels  facing  partner,  turning  to  right.  Part¬ 
ners  have  now  changed  places).  Repeat,  returning  to  place,  with 
trunk  twisted  to  right,  and  passing  to  right  of  partner. 

(b)  “Turn  single.”  Repeat  interlude. 

3.  Face  partners,  “arm  with  partner”. 

(a)  Arm  right-link  right  arms  with  partner,  left  hands  at 
waist,  with  8  running  steps  go  around  partner  and  back  to  place. 

(b)  Turn  single. 

(c)  Arm  left.  Repeat  (a),  linking  left  arms. 

(d)  Turn  single.  Repeat  interlude. 

APRIL—  MAY 

Alum  mi  Mazurka.  Victrola  record  No.  17557. 

Formation :  Double  circle,  facing  partners,  inside  hands  joined. 

Measure  1.  Step  sideways  with  outside  foot  (count  1),  touch  inside 
foot  in  front  and  rise  on  toes  (2),  heels  sink  (3).  (At  first,  prac¬ 
tice  this  balance  movement  on  4  counts,  thus:  Step  sideways 
(1),  touch  other  toe  in  front  (2),  rise  on  toes  (3),  let  heels  sink 

(4). 

Measure  2.  Repeat  Measure  1,  but  with  opposite  feet  (1,  2,  3). 
Measures  3-4.  Step  outside  foot  to  side  (1),  cross  inside  foot  behind 
outside  foot  (2),  step  outside  foot  to  side  (3),  cross  inside  foot  in 
(4),  step  outside  foot  to  side  (5),  point  inside  foot  forward  (6). 
Measures  5-8.  Repeat  Measures  1-4,  beginning  with  inside  foot  and 
moving  in  opposite  direction. 

Measures  9-11.  Three  mazurka  steps  in  forward  direction,  beginning 
with  outside  foot.  The  mazurka  step  is:  Slide  left  foot  to 
side  (1),  with  a  hop,  step  on  right  foot,  raising  left  foot  to  the 
side  (2),  hop  on  right  foot  and  bend  left  knee  high  (3).  Each 
mazurka  step  takes  one  measure.  The  head  should  be  held  high 
and  the  body  inclined  slightly  backward.  Begin  step  with  either 
foot,  reversing  these  directions  if  begun  with  right. 

Measure  12.  3  stamps  in  place,  outside  foot  first. 

Measures  13-16.  Repeat  Measures  9-12. 


27 


OPTIONAL 

Czardas.  Victrola  record  No.  17003. 

Formation:  Double  circle,  inside  hands  joined,  facing  line  of  direction. 

I.  a.  Start  with  outside  foot,  three  running  steps  forward  and  hop 

(raising  other  leg  straight  to  the  side  as  facing  is  made  toward 
partner). 

Three  running  steps  forward  and  hop,  beginning  with  inside  foot 
(turn  away  from  partner  on  hop). 

b.  Face  partner,  join  both  hands,  three  slides  in  line  of  direction 
(beginning  with  outside  foot).  On  the  fourth  change  feet.  *One 
Hungarian  Break. 

Repeat  a  and  b. 

II.  Face  partner.  Start  with  right  foot. 

Three  walking  steps,  changing  places  with  partner  and  bow 
(left  foot  behind  for  bow),  two  counts  each  step,  and  two  for 
bow.  Repeat  all,  back  to  place. 

III.  Inside  hands  joined.  Beginning  with  right  foot,  two  step-hops 

forward  (raised  knee  straight),  four  little  running  steps  in 
place  (right,  left,  right,  left).  Beginning  with  right  foot,  two 
step-hops.  *One  Hungarian  Break. 

^Hungarian  Break:  Jump,  feet  crossed;  jump  feet  apart;  jump, 
feet  together  ;  arms  the  same. 


28 


Games 


GAMES 


“Let  the  school  playground  be  the  natural  play  center  for  the  chil-. 
dren  of  that  district.” 


GENERAL  INSTRUCTIONS 

1.  Teach  one  game  at  a  time  and  teach  it  thoroughly. 

2.  Know  the  rules  yourself  and  teach  them  to  your  class. 

3.  All  children  should  play. 

4.  Be  firm  and  resourceful  and  play  yourself. 

A  See  that  the  selfish  pupils  do  not  have  the  lion’s  share  of  the  play. 

6.  Do  not  treat  the  children  as  though  they  were  fragile. 

7.  Return  to  popular  games  from  time  to  time. 

8.  Play  for  the  sake  of  playing  and  not  for  the  sake  of  winning. 

c).  For  scheduled  recess  periods  each  class  should  be  assigned  to  its 
own  section  of  the  playground. 


GOOD  SPORTSMANSHIP 


“To  brag  little,  to  show 
up,  to  pay  up,  to  shut  up 


up  well,  to  crow  gently  when  in  luck,  to  own 
when  beaten.” — Oliver  Wendell  Holmes. 


34 


SEPTEMBER 


Up  Jenkins  (4-7) 

Equipment  needed  is  a  small  paper  or  worsted  ball  of  a  size  that  may 
be  hidden  in  the  closed  hand. 

Players  are  divided  into  two  groups,  each  seated  with  a  captain  for 
each  team. 

The  side  starting  the  game  is  given  the  small  ball.  At  the  command 
of  the  captain  of  the  opposing  side  the  players  pass  the  ball  rapidly 
from  one  to  another,  trying  to  deceive  the  opposing  group  as  to  the 
whereabouts  of  the  ball.  Meanwhile  that  opposing  group  keep  a  sharp 
lookout  for  the  ball  without  leaving  their  seats. 

After  a  short  time  of  passing,  the  captain,  who  started  the  passing 
calls  suddenly,  “Hands  up,”  and  immediately  all  in  the  side  passing 
must  stop  and  raise  hands,  with  elbows  resting  on  desk  or  table,  hands 
closed  tightly,  so  the  player  having  the  ball  may  not  show  it.  The 
captain  again  calls,  “Hands  down.”  Immediately  all  hands  are  brought 
down  on  the  desk  in  front  of  each  player,  hands  open,  palms  down, 
and  again  the  player  with  the  ball  tries  to  hide  it  under  his  hand. 

Any  of  group  watching  may  raise  their  hands,  if  they  think  they 
know  who  has  the  ball.  No  player  may  speak  unless  called  by  his 
captain.  When  called,  he  may  say,  “Under  B’s  right  hand  (left).” 
B  raises  the  right  hand,  and  if  guesser  is  mistaken,  places  that  hand  in 
his  lap.  No  other  player  moves  a  hand.  Should  the  ball  be  found 
under  the  hand  raised,  the  group  calling  receive  as  many  points  as 
hands  they  have  called  incorrectly.  Otherwise  the  search  continues  until 
the  ball  is  discovered.  The  other  group  now  takes  the  ball  and  passes 
it  and  are  given  commands  through  the  opposite  captain.  1  he  side 
having  the  smallest  score  at  the  end  of  the  playing  period  wins  the 
game. 

Do  This,  Do  That  (4-7) 

All  players  stand  facing  one  of  their  number,  who  is  the  leader. 
The  one  who  is  leading  assumes  any  position  or  imitates  any  action,  at 
the  same  time  saying,  “Do  this,”  and  the  others  immediately  imitate. 
Should  the  leader  at  any  time  say,  “Do  that,”  instead  of  “Do  this,” 
any  player  who  imitates  the  action  performed  must  be  seated. 

Three  Deep  (4-5) 

Pupils  stand  in  double  circle  facing  inward  about  three  or  five  leet 
apart.  The  teacher  appoints  a  runner  and  a  tagger.  The  runner  may 
go  any  place  and  to  avoid  being  tagged  tries  to  place  himself  in  front 
of  one  of  the  couples.  As  soon  as  a  pupil  becomes  the  third  one  he 


35 


becomes  the  runner.  If  the  runner  is  tagged  he  becomes  the  tagger. 
The  tagger  will  find  it  of  advantage  to  keep  inside  the  circle  as  much  as 
possible. 

Vary  this  game  by  allowing  the  children  to  stand  face  to  face  some¬ 
times  or  back  to  back  as  well  as  both  facing  inward  (6-7). 

Lock  Arm  Tag.  (Separate  boys  and  girls) 

Players  are  arranged  in  pairs  in  a  circle.  Lock  left  arms,  placing 
right  hands  on  hips.  There  should  be  a  distance  of  fifteen  feet  between 
each  pair.  Two  players  are  selected.  One  is  “it”  and  choses  the  other. 
The  player  being  chased  can  link  arms  with  either  man  in  any  pair  in 
the  circle.  The  man  who  has  an  opposite  arm  is  then  subject  to  being 
tagged  by  “it”.  A  man  upon  being  tagged  can  immediately  tag  back. 
As  runner  approaches  each  couple  should  whirl  about  so  as  to  avoid 
becoming  the  runner. 


Bronco  Fag  (Boys  6-7) 

Players  are  arranged  as  in  Three  Deep.  The  last  man  in  the  pan- 
grasps  the  man  standing  in  front  of  him  about  the  waist,  and  by  twist¬ 
ing  him  around  tries  to  prevent  the  man  being  chased  from  getting  in 
front  of  him.  The  front  man  tries  to  catch  and  hold  the  man  chased. 
If  the  man  succeeds,  then  the  third  man  in  the  group  is  subject  to  being 
tagged,  as  in  Three  Deep. 

Dodgeball  (Circle  formation) 

Players  are  divided  into  two  teams.  A  large  circle  is  drawn  on  the 
ground.  Team  1  goes  inside  the  circle.  Team  2  stands  around  on 
the  outside  of  the  line,  and  hold  the  ball.  The  object  of  the  players  on 
the  outside  of  the  ring  is  to  hit  with  a  line  ball  the  players  in  the  ring 
without  stepping  in  the  circle.  As  soon  as  a  player  is  hit,  he  must  drop 
outside  the  ring.  After  all  the  men  in  team  1  have  been  hit,  teams 
change  positions,  and  play  again.  The  team  staying  in  the  center  the 
longer  wins. 

Progressive  Dodgeball 

Fully  described — Bancroft.  “Games,”  p.  366.  Use  the  rules  as 
stated,  with  the  exception  that  a  player  when  hit  is  not  eliminated,  and 
play  continues  as  before. 


1 1  eel  It  (Boys  4) 

Rules  will  be  given  in  bulletin  form. 


36 


OCTOBER 


Whirlwind  (4-7) 

Class  stands  in  rows.  The  leader  in  front  of  class  says:  “The 
wind  blows  east,”  upon  which  all  turn  east.  At  the  command  “the 
wind  blows  west,”  all  turn  west,  etc.  Any  player  making  a  wrong 
move  drops  out.  Occasionally,  he  may  say,  “the  wind  blows  a  whirl¬ 
wind,”  whereupon  all  turn  a  complete  circle  in  place.  Should  the 
leader  say,  “whirlwind”  only,  all  remain  still.  Anyone  caught  at  this 
point  drops  out.  The  player  standing  longest  wins. 

Who's  Your  Neighbor?  (4-7) 

One  pupil  stands  and  is  asked  by  the  teacher  to  name  the  pupils  in 
a  certain  row  or  she  may  point  them  out  to  him  over  the  room.  Should 
he  fail  to  name  one  of  them,  that  pupil  may  give  some  feat  for  him  to 
do,  for  example,  spelling  a  word,  doing  an  example  in  arithmetic, 
answering  a  question  in  geography. 

Club  Snatch  (4-5) 

A  goal  is  marked  off  across  each  end  of  the  play  space.  Midway 
between  the  goals,  an  Indian  club  is  placed.  Players  are  divided  into 
two  equal  teams,  each  having  a  captain.  Each  team  takes  its  place 
on  one  of  the  goals.  T  he  object  of  the  game  is  for  one  of  the  runners 
to  snatch  the  club  and  return  to  his  goal  before  a  runner  from  the 
opposite  goal  tags  him,  both  leaving  their  bases  at  the  same  time.  The 
players  are  numbered,  each  having  a  turn  to  run.  The  person  in  charge 
calls  the  numbers  and  keeps  the  score.  Should  a  player  succeed  in 
reaching  his  goal  before  the  other  player  can  tag  him,  his  team  scores 
one  point.  Should  he  be  tagged  before  he  can  return  with  his  trophy, 
the  opponent  scores  one  point.  The  club  is  replaced  after  each  run  and 
players  return  to  their  original  teams.  When  each  runner  has  run 
once,  teams  exchange  goals  and  run  a  second  time.  The  team  wins 
which  has  the  highest  score  at  the  end  of  the  second  round. 

Shuttle  Relay  (4-7) 

Each  competing  team  shall  be  divided  into  two  equal  parts,  which 
shall  line  up  in  single  file  facing  each  other  back  of  the  starting  lines, 
drawn  at  opposite  ends  of  the  running  space.  When  the  signal  is  given 
No.  1  of  each  team  shall  run  forward  and  touch  off  No.  2  at  the  oppo¬ 
site  end.  No.  2  shall  run  forward  and  touch  off  No.  3,  and  so  on  until 
all  have  been  touched  off,  when  the  last  runner  shall  dash  across  the 
finish  line.  Each  runner,  upon  having  finished  his  part  of  the  race, 
shall  quickly  leave  the  running  space  and  go  to  rear  of  line. 

37 


Spoke  Tag  (Boys  and  Girls  separate)  (6-7) 

Players  are  arranged  in  groups  from  5  to  10  like  spokes  of  a  wheel. 
One  man  is  appointed  “it”.  He  runs  about  the  circle  and  slaps  the  end 
man  in  one  of  the  spokes.  That  man  passes  the  slap  on  to  the  man  in 
front  of  him,  who  proceeds  to  pass  it  on  to  the  next  in  front,  and  so  on 
until  the  slap  is  passed  to  the  inside  end  of  the  spoke,  who  yells,  “Hip.” 
Upon  hearing  the  yell,  the  men  of  that  spoke  run  to  the  right  around  the 
outside  of  the  circle  trying  to  get  back  to  a  position  in  the  spoke  after 
completing  their  run.  There  will  be  one  extra  man,  as  the  man  who 
was  “it”  runs  with  the  others  and  tries  to  get  a  position.  'The  last 
man  around  becomes  “it”.  The  number  of  men  in  each  spoke  should 
be  determined  by  the  number  playing — 5  or  6  spokes  with  5  to  10  each 
make  a  lively  game. 

Spud  (4-7) 

(Boys  and  Girls  separate.)  (Especially  good  for  boys.) 

Players  are  all  numbered  and  stand  in  a  group,  with  one  in  the 
center  holding  the  ball.  The  center  player  drops  the  ball,  at  the  same 
time  calling  the  number  of  one  of  the  other  players.  All  but  the  one 
called  immediately  scatter,  as  they  are  liable  to  be  tagged  with  the 
ball.  The  player  called  secured  the  ball  as  quickly  as  possible,  and 
calling  “Stand!”  tries  to  hit  one  of  other  players.  He  may  not  run  to 
do  this,  but  must  stand  where  he  secured  the  ball.  If  he  misses,  he 
secures  the  ball  and  tries  again,  the  other  players  fleeing  as  before.  If 
he  hits  a  player,  that  one  immediately  secures  the  ball,  tries  to  hit 
someone  else,  the  second  hits  a  third,  and  so  on. 

Whenever  a  player  misses  hitting  another  with  the  ball,  it  is  called 
a  “spud,”  and  counts  one  against  him.  The  player  then  starts  the  play 
again  from  the  center  of  the  ground.  When  any  player  has  three 
spuds  against  him,  he  must  stand  twenty  feet  from  the  other  players, 
with  his  back  to  them,  and  each  have  one  shot  at  him  with  the  ball. 

Progressive  Dodgeball  (for  6-7) 

NOVEMBER 
Living  Alphabet  (4-7) 

Two  sets  of  the  letters  of  the  alphabet  are  given  out  to  two  different 
groups.  The  leader  calls  out  words,  easy  at  first,  and  those  from  each 
group  holding  the  letters  making  up  that  word  must  step  forward  into 
place.  If  a  letter  is  used  twice  in  a  word,  the  holder  must  go  first  to 
one  place  and  then  the  other.  Leader  decides  which  side  forms  the 
word  first. 


38 


I  Say  Stop  (4-5) 

All  players  line  up  with  a  leader  in  front.  The  leader  stands  with 
back  to  players,  blinding  his  eyes.  The  players  advance  toward  a  goal 
line  50  yards  off.  but  must  be  absolutely  motionless  if  the  leader  says, 
“I  say  stop!”  and  looks  around.  Any  caught  have  to  go  to  starting 
line  again.  1  he  first  to  reach  the  finish  line  may  be  ieader  for  the  next 
game. 

Poison  (6-7) 

A  circle  is  marked  on  the  floor  or  ground,  considerably  smaller  than 
any  outer  circle  formed  by  players,  clasping  hands.  Each  player  tries, 
by  pulling  and  pushing,  to  induce  others  to  step  within  the  small  circle, 
but  endeavors  to  keep  out  himself.  Anyone  who  steps  inside  is 
poisoned,  and  all  players  drop  hands,  and  run  from  him  to  touch  wood 
or  any  goal  designated.  When  “it”  can  tag  someone  who  is  not  touch¬ 
ing  wood  or  on  goal,  he  is  poisoned  also  Game  continues  as  tag  until 
all  are  caught.  I  ouching  any  piece  of  wood  gives  safety. 

Follow  Chase  (4-5) 

The  players  stand  in  a  circle  with  arms  stretched  sideways,  resting 
on  each  other’s  shoulders,  thus  making  a  wide  distance  between.  One 
player  is  chosen  for  runner  and  one  for  chaser.  The  game  starts  with 
the  runner  in  one  of  the  spaces  under  the  outstretched  arms  of  the 
players  and  the  chaser  in  a  similar  position  on  the  opposite  side  of  the 
circle.  At  a  signal  from  a  leader,  both  start,  the  runner  weaving  in  and 
out  between  the  players  or  dashing  across  the  circle  in  any  way  he  sees 
fit,  but  the  chaser  must  always  follow  by  the  same  route.  If  the  runner 
be  caught,  he  joins  the  circle;  the  chaser  then  takes  his  place  and 
chooses  another  chaser.  The  leader  may  close  the  chase  if  it  becomes 
too  long,  by  calling  “time!”,  when  both  runners  must  return  to  the  circle 
and  new  ones  take  their  places. 

Bean  Bag  Games  (4-7) 

1.  Captains  take  their  place  in  the  middle  of  the  circle  with  bags 
in  their  hands,  and  face  the  first  player  on  their  team.  At  the  signal 
to  start,  each  captain  throws  the  ball  to  the  first  man  and  receives  it 
back  from  him.  They  then  throw  it  to  the  second  man  and  receive  it 
back  from  him  and  continue  in  this  fashion  until  they  have  passed  to 
every  man  on  their  team.  Upon  receiving  it  from  the  last  man,  they 
place  it  on  the  ground  in  the  circle  at  their  feet.  The  team  first  get¬ 
ting  the  bean  bag  on  the  ground  wins. 

2.  Tossing  Bean  Bags  in  Wastebasket  or  Box. 

The  class  is  formed  in  as  many  lines  as  there  are  wastebaskets 

j 

available.  From  a  given  mark  pupils  try  to  throw  bean  bag  into  bas- 

39 


ket.  Left  and  right  hands  should  be  used.  After  number  one  has  made 
a  throw  he  should  recover  the  bag  and  pass  it  to  number  two,  then  tak¬ 
ing  his  place  at  the  end  of  the  line.  The  contest  continues  until  all 
have  had  a  try. 

3.  Single  Pass. 

Players  divide  into  two  circles  each  with  a  captain  who  has  a  bean 
bag.  At  the  signal,  “Go!”  the  bean  bag  is  passed  to  the  left  by  each 
player  in  turn  until  it  has  made  three  trips  around  the  circle  back  to 
the  captain.  On  receiving  it  the  third  time  the  captain  places  it  on 
ground  in  front  of  him.  The  first  to  do  so  wins.  Vary  by  passing  to 
the  right  the  next  time. 

4.  Spin  and  Pass. 

Same  formation  as  for  (3).  Each  player  spins  around  on  his  heel 
and  then  passes  the  bag  to  his  left-hand  neighbor.  The  captain  receiv¬ 
ing  the  bag  first  wins. 

5.  Pun  Around  and  Pass. 

Same  formation  as  lor  (3).  Each  player  on  receiving  the  ball  runs 
around  the  outside  of  the  circle  back  to  place  and  passes  it  to  his  left- 
hand  neighbor. 

Anv  number  of  combinations  can  be  used  from  these  suggestions. 


DECEMBER 
Signals  (4-7) 

Each  row  is  given  a  signal  as  a  whistle,  motion  of  the  hand,  touching 
a  book,  etc.  At  the  correct  signal  that  row  runs  around  the  room  back 
to  seats. 

Naughts  and  Crosses  (6-7) 

A  diagram  is  drawn  on  a  paper  and  consists  of  two  vertical  lines, 
crossed  by  two  horizontal  lines.  One  player  chooses  to  write  “naughts” 
(0)  and  the  other  “crosses”  (x).  The  players  take  turns  in  marking 
a  naught  or  a  cross  in  one  of  the  nine  places  provided  by  the  diagrams, 
the  object  being  to  get  three  naughts  or  three  crosses  in  a  row.  'This 
row  may  be  either  vertical,  horizontal  or  diagonal.  A  score  is  kept  of 
the  games  won  by  each  player,  and  a  third  score  is  kept  of  the  games 
played  in  which  neither  player  wins. 

Keep  Ball  (4-7) 

The  players  are  divided  into  two  teams  of  equal  number  and  the 
players  pair  off,  one  from  each  team.  The  leader  throws  a  base  ball  or 


40 


basket  ball  among  the  players,  each  player  endeavoring  to  secure  the 
ball,  and  then  to  pass  it  to  a  member  of  his  own  team.  The  members 
of  the  other  team  try  to  intercept  the  ball  and  in  turn  keep  possession  of 
it.  1  he  players  may  move  anywhere  about  the  playground. 

Use  the  following  rules: 

1.  Both  hands  means  possession  of  the  ball. 

2.  Do  not  take  more  than  one  step  with  the  ball. 

3.  Use  no  personal  contact  or  batting  ball. 

4.  Scoring:  One  point  may  be  given  for  every  three  consecutive 
passes  made  by  one  term. 


Goal  Shooting  (6-7) 

Practice  shooting  for  baskets,  dividing  the  class  into  teams,  making 
competition. 

Hot  Potato  (4-7) 

All  of  the  players  but  one  stand  in  a  circle,  with  2  or  3  feet  dis¬ 
tance  between  players.  The  odd  player  stands  in  the  center  of  the 
circle  and  tries  to  catch  the  ball  which  is  tossed  rapidly  from  one  circle 
player  to  another.  Should  he  be  successful,  the  one  who  last  touched 
the  ball  changes  places  with  him. 


Wand-Bell  Relay  (4-7) 

Divide  class  into  two  or  more  teams.  The  first  man  places  a  dumb¬ 
bell  on  the  starting  line  and  holds  a  wand  in  his  hand.  At  the  signal  to 
go  he  pushes  the  dumbbell  with  the  wand  to  the  end  of  the  course  and 
back,  handing  wand  to  the  next  in  line.  When  the  entire  team  has  had 
a  turn,  the  race  is  over  and  the  first  to  finish  the  race  wins. 


Soccer  and  Newcomb 


JANUARY 
Buzz  (4-7) 

One  of  the  players  starts  the  game  by  saying  “one’';  the  next  one 
“two”;  the  next  “three”;  etc.,  until  the  number  “seven”  is  reached,  when 
the  word  “buzz”  is  substituted  for  it.  The  next  player  says  “eight”, 
and  so  on  up  to  a  multiple  of  seven,  as  fourteen,  twenty-one,  etc.,  on 
each  of  which  the  word  “buzz”  should  be  used  instead  of  the  right 
number.  The  word  “buzz”  is  substituted  for  any  number  in  which  the 
word  seven  occurs,  even  though  it  should  not  be  a  multiple  ol  seven,  as 
seventeen,  twenty-seven,  etc.  When  seventy  is  reached,  the  counting 
proceeds  as  “buzz-one”,  “buzz-two”,  etc. 


41 


Whenever  a  player  says  a  number  instead  of  buzz,  or  says  buzz  in  % 
the  wrong  place,  or  calls  a  wrong  number,  he  must  drop  from  this 
game,  and  the  game  starts  over  again. 

“Buzz”  may  be  substituted  for  any  of  her  number,  as  3,  4,  5,  etc., 
making  a  fine  drill  for  the  multiplication  tables.  For  such  drills  the 
word  “buzz”  shall  be  used  for  multiples  of  that  number. 

Who's  Who  (4-7) 

Two  articles,  as  a  bean  bag  and  clothes  pin,  are  given  to  members 
of  the  class.  The  players  pass  these  articles  quickly  around  the  room 
until  a  signal  is  given  by  the  teacher  to  stop.  The  two  pupils  holding 
the  articles  stand.  The  pupil  with  the  clothes  pin  then  gives  the  one 
with  the  bean  bag  some  stunt  or  feat  to  accomplish.  When  done,  the 
game  continues  as  before. 

Stunt  Master.  (Boys  and  Girls  separate.)  (4-7.) 

A  leader  with  class  in  single  file  behind  him,  each  of  which  musrt 
imitate  anything  he  does,  should  keep  the  line  moving  and  set  tasks 
for  them,  as  climbing  over  obstacles,  jumping  to  touch  objects,  hop¬ 
ping,  walking  backwards,  using  balls  and  all  apparatus  at  hand,  etc. 
Anyone  failing  to  perform  the  required  feat  miht  go  to  the  foot  of  the 
line.  A  leader  should  be  picked  who  is  especially  resourceful. 

Poison  Square  (4-5) 

Mark  squares  on  the  floor  about  3  feet  by  3  feet,  or  use  trees,  blocks 
of  wood  and  designate  them  as  poisoned.  The  class  then  line  up  in 
single  file  and  at  the  word  “go”,  pass  around  through  the  squares  in 
regular  order.  Each  player  must  pass  through  the  squares.  When  a 
signal,  as  a  whittle,  is  given  to  stop,  all  stop  at  once.  Any  caught  in 
the  squares  are  out  of  the  game  and  step  into  the  center  of  the  floor. 

So  the  game  continues  until  one  player  remains,  l  ie  is  declared  winner. 

Basketball — Goal  Race  (5-7) 

Players  are  formed  in  two  lines  each  in  front  of  the  basketball  goal, 
standing  in  stride  position.  The  balls  are  passed  down  the  lines  between 
the  legs  until  it  comes  to  the  last  one  in  line,  who  runs  forward,  tosses 
it  in  the  basket,  after  which  he  takes  his  place  at  the  head  of  the  line 
and  passes  the  ball  back.  The  game  continues  as  before  until  all  have 
taken  part.  The  side  to  finish  first  wins  the  contest. 

Backward  Relay  (with  Medicine  Ball).  (4-7) 

Players  form  in  two  lines  with  a  medicine  ball  placed  on  the  start¬ 
ing  line.  At  the  word  “Go”,  the  first  runner  faces  the  line,  starts  going 


42 


backward,  rolling  the  medicine  ball  with  him  down  the  designated 
course,  (  keeping  one  hand  always  on  the  ball)  around  an  Indian  club 
and  back  to  the  second  runner,  who  repeats  the  same  motions,  and  so 
continues  till  all  have  taken  part.  The  side  to  finish  first  wins. 

FEBRUARY 

School  Room  Fag  (4-7) 

Mark  a  circle  on  floor  in  front  of  desks;  choose  a  player  to  be  “it”. 
He  stands  near,  but  not  in  the  circle,  and  calls  the  names  of  three  play¬ 
ers.  1'he  players  must  rise  and  try  to  reach  the  circle  without  being 
tagged.  They  may  run  in  any  aisle  in  either  direction.  The  first  to 
reach  the  circle  is  “it”,  and  may  name  three  more. 

See  and  Say  (4-7) 

I  eacher  may  place  15  to  20  or  more  articles  on  a  desk  or  table. 
One  pupil  is  called  up  and  allowed  to  look  at  the  articles  for  ten  sec¬ 
onds.  The  articles  are  then  covered  and  the  pupil  is  asked  to  name 
as  many  things  as  possible.  Competition  by  rows  could  also  be  used, 
allowing  one  child  from  each  row  to  come  up  at  the  same  time  and 
return  to  his  seat,  and  write  on  a  slip  of  paper  as  many  as  he  can 
remember. 

Corner  Spry  (4-5) 

The  players  are  divided  into  four  groups  of  equal  number,  each 
group  occupying  a  corner  of  the  room.  The  players  stand  in  a  row 
across  the  corner.  The  captain  of  each  team  stands  in  the  center  of 
the  room,  and  has  a  ball  or  bean  bag.  At  the  leader’s  command  he 
throws  the  ball  in  succession  to  each  player  of  his  team.  When  the 
last  player  receives  the  ball  he  runs  to  the  center  with  it,  and  the  cap¬ 
tain  takes  his  place  at  the  head  of  the  line.  If  a  player  misses  the  catch 
he  must  secure  the  ball  and  make  the  return  throw  from  his  position; 
some  teammate  may  help  in  securing  the  ball.  The  team  wins  whose 
captain  first  returns  to  the  center. 

Punch  Ball  (6-7) 

Divide  group  into  two  teams.  Arrange  first  team  in  order,  at  home 
base  to  punch  ball.  Arrange  second  team  in  a  formation  to  cover  the 
field.  First  boy  in  first  team  punches  a  volleyball  with  his  fist  into  the 
field.  If  the  ball  is  caught  by  one  of  his  opponents,  the  runner  is  out; 
otherwise  he  runs  to  touch  a  given  point  at  the  farther  end  of  the  field 
and  returns  home  without  being  hit  by  the  ball  thrown  by  one  of  the 
opponents.  The  opponent  must  stand  in  the  place  where  he  gets  the 


43 


ball  before  he  throws.  A  runner  can  dodge  the  ball  in  any  manner. 
After  three  outs  the  sides  change  positions.  A  runner  who  has  suc¬ 
ceeded  in  running  to  the  given  point  and  back  without  being  hit  by  the 
ball  scores  one  point.  The  first  team  to  score  twenty  points  wins. 

Sitting  and  Kicking  (4-7).  (Boys  and  Girls  separate.) 

Two  lines  sit  and  face  each  other  so  that  feet  are  about  twelve  inches 
apart  when  starting,  each  team  having  a  captain.  Captain  stands  at 
ends  of  the  lane  and  at  the  given  signal,  the  ball  is  bowled  or  tossed 
into  the  lane.  Players  kick  ball  with  the  feet  and  try  to  cause  the 
ball  to  go  over  the  heads  or  shoulders  of  opponents.  If  a  team  suc¬ 
ceeds  in  so  doing,  it  receives  one  point.  The  ball  is  then  tossed  or 
bowled  into  the  lane  by  other  captain.  If  a  player  touches  the  ball 
with  his  hands  a  foul  has  been  committed  and  one  point  is  given  the 
opposing  team.  Fifteen  points  is  the  game. 

Pin  Ball  (5-6-7) 

Draw  a  circle  three  (3)  feet  in  diameter  in  the  center  of  which 
stands  a  club.  About  this  circle  as  a  center  draw  a  circle  15  feet  in 
diameter.  Equipment  is  one  club  and  one  basketball. 

Divide  players  into  two  teams,  A  and  B,  each  of  which  have  a 
captain  and  a  guard.  Within  the  large  circle  team  A  places  its  guard, 
who  must  defend  the  club  at  all  times  with  his  hands  or  body,  remain¬ 
ing,  however,  outside  the  small  circle.  The  game  is  played  as  basket¬ 
ball  outside  the  large  circle.  Team  B  aims  to  knock  down  the  Indian 
club  with  the  ball  and  A,  with  quick  passing,  tries  to  keep  it  away  from 
team  B.  For  each  time  the  club  is  knocked  down  2  points  are  scored. 
If  guard  knocks  down  club,  it  is  foul  and  one  point  is  given  the  oppos¬ 
ing  team.  Other  fouls  which  give  the  ball  to  the  opposing  side  are: 
running  with  the  ball,  rough  play,  etc.  The  game  is  played  in  5  or 
10  minute  halves,  according  to  the  age  of  the  players  and  the  length 
of  the  play  period.  Team  B  guard  will  defend  the  club  in  the  second 
half.  The  team  with  the  highest  score  at  the  end  of  the  playing  period 
wins. 


MARCH 
Fire  (4-7) 

Divide  class  into  two  teams.  One  from  team  A  goes  to  the  oppo¬ 
site  side,  points  quickly  at  one  player  and  says  either  earth,  air,  water  or 
fire,  and  counts  ten.  Before  he  finishes  counting  ten,  the  person  ad¬ 
dressed  must  name  some  animal  if  he  said  earth,  some  fish  if  he  said 
water,  some  bird  if  he  said  air,  but  remain  silen-t  if  he  said  fire.  If 


44 


player  gives  a  wrong  answer  or  speaks  when  he  should  be  silent,  team  A 
receives  another  turn  and  is  credited  with  one  point.  Should  team  B 
answer  correctly,  it  has  the  right  to  question  team  A. 

Dots  and  Squares  (4-7) 

Make  a  number  of  dots  in  each  row  up  and  down  on  the  board.  One 
player  makes  a  line  between  two  dots.  Then  the  other  player  makes 
a.  line  and  so  the  game  continues,  players  taking  turns.  If  a  player 
draws  a  line  to  complete  a  square,  he  places  his  initial  within  that 
box  and  has  another  turn.  The  player  having  the  larger  number  of 
boxes  wins  the  game.  This  game  may  also  be  played  in  teams,  a  rep¬ 
resentative  of  each  team  drawing  a  line  each  turn. 

Aviation  (4-7) 

Equipment:  Two  pieces  of  string  about  15  feet  in  length,  two 
pieces  of  paper  pinned  as  cornucopias.  Place  cornucopia  on  string 
and  choose  two  people  to  hold  the  ends  of  the  string  taut.  These  play¬ 
ers  are  called  mechanics.  The  cornucopia  is  pulled  to  the  end  of  the 
string.  Two  players,  the  aviators,  are  chosen  to  fly  the  plane  over  the 
course  (doing  so  by  blowing  into  the  cornucopia,  sending  it  along  the 
string  to  the  end). 

A  signal  is  given  to  go  and  the  one  to  reach  the  end  first  wins. 
The  class  can  be  divided  into  teams  and  a  player  taken  from  each  group 
each  time. 

Last  Couple  Out  (4-5) 

The  players  stand  in  couples  behind  each  other.  One  is  chosen 
catcher  or  “it”,  taking  place  ten  feet  in  front  of  line  facing  in  the  same 
direction. 

Without  turning  his  head,  he  calls,  ‘‘Last  couple  out!”  The  last 
couple  step  to  each  side  and,  running  down  the  side  of  the  line,  try  to 
pass  by  “it”  without  being  tagged  by  him.  (Lorcing  the  runners  to 
pass  within  three  feet  of  “it”  makes  the  game  more  interesting). 

Ten  Trips  (6-7) 

Players  stand  in  two  or  three  straight  lines  ten  to  twenty  feet  apart, 
the  captain  facing  the  line.  Each  group  has  a  ball.  At  the  signal  to 
go  the  captain  passes  the  ball  to  the  second  player  who  passes  it  on  to 
the  third,  and  so  on  up  to  the  last  man,  who  passes  it  back  in  the  same 
manner.  The  captain  says,  “One  trip,”  and  sends  it  back  on  another, 
until  ten  trips  are  completed.  The  first  to  complete  the  tenth  trip  wins. 


45 


Jump  Shot  (4-5)  Boys  and  Girls;  (6-7)  Girls 

Players  form  a  circle  facing  inward  with  the  teacher  on  the  inside, 
who  whirls  a  jumping  rope  with  a  shot  bag  or  bean  bag  attached,  around 
close  to  the  floor.  The  class  jumps  and  tries  to  avoid  being  hit  with  the 
rope.  Those  hit  drop  out,  and  the  winner  is  the  last  one  to  get  caught. 

End  Ball 

Use  the  Newcomb  court  without  the  rope.  Draw  a  line  across  the 
center  and  another  about  five  feet  from  each  end  line.  Players  in  two 
teams  of  equal  number,  each  with  a  captain.  The  captain  of  each  team 
chooses  one-third  of  his  players  as  “catchers”,  and  places  them  in  the 
five  foot  space  at  end  of  the  court,  and  back  of  the  opposing  “guard”. 
Two-thirds  of  the  players  are  “guards”  or  “throwers”.  For  example, 
beginning  at  one  end  of  the  field  place  “AT  catchers”;  between  them 
and  the  center  line  will  be  “B’s  throwers”;  across  the  center  line  “A’s 
throwers”;  and  finally  “B’s  catchers”.  Scores  are  made  by  having  the 
throwers  or  guards  throw  the  ball  over  the  heads  of  the  opposing  guards 
so  that  it  can  be  caught  by  their  own  catchers.  The  umpire  calls  a 
score  for  each  successful  catch  made  in  this  way.  If  the  catchers  get 
the  ball,  whether  they  catch  it  or  not,  they  throw  it  back  to  their  own 
guards  so  that  another  try  can  be  made.  No  score  is  counted  on  the 
return,  even  if  the  guards  catch  it.  As  long  as  a  side  can  throw  accu¬ 
rately  to  keep  the  ball  from  the  opposing  team  they  can  continue  to 
try  for  score.  Whenever  any  opponent  gets  the  ball  it  is  handled  by 
that  side  in  the  same  manner.  Stepping  over  the  line  is  a  foul,  and 
this  forfeits  the  ball  if  made  by  the  side  having  it,  or  gives  a  score  if 
made  by  the  side  which  has  not  the  ball.  It  is  also  a  foul  to  advance 
with  ball.  Teams  change  sides  after  half  the  time  has  been  played. 

APRIL 

I  Pack  a  Trunk  (4-7) 

The  first  player  stands  and  says,  “1  pack  a  trunk  and  put  in  it  a 
pair  of  shoes”  (for  example).  The  next  player  names  the  previous 
article  named  and  adds  one,  and  so  the  game  continues,  each  player  in 
turn  naming  all  articles  placed  in  the  trunk  before  his  turn  and  then 
adds  an  article.  Should  he  make  a  mistake,  he  is  out  of  the  game  and 
cannot  add  another  article. 

Needle  Threading  Relay  (4-7) 

A  person  holding  a  needle  and  thread  is  on  a  distant  line  opposite 
each  team.  At  the  signal  to  go,  the  first  player  on  each  team  runs 

46 


forward,  takes  the  needle  and  thread,  threads  the  needle,  hands  it  back 
to  the  individual  and  returns  and  tags  off  the  next  players  on  the 
team.  The  person  holding  the  needle  unthreads  it,  ready  for  the  next 
player  to  repeat  the  performance  of  the  first.  When  the  last  player 
crosses  the  starting  line  after  threading  the  needle  the  race  is  finished 
and  the  first  to  cross  wins. 

Black  and  White  (4-7) 

Apparatus:  A  wooden  cube  (2y2  inch),  with  the  corners  chamfered 
one-half  inch,  three  sides  painted  white  and  three  sides  painted  black. 
The  class  is  formed  in  two  lines  facing  each  other,  about  five  feet  apart, 
one  side  being  designated  “the  whites”,  and  the  other  side  “the  blacks”. 
The  teacher  spins  the  cube  along  the  floor  between  the  lines  of  players 
and  if  a  white  side  turns  up  the  whites  run  and  try  to  get  beyond  a  cer¬ 
tain  boundary  before  any  of  the  blacks  can  tag  then  or  vice  versa.  All 
those  tagged  must  go  to  the  side  which  tagged  them.  At  the  end  of  the 
game  the  side  having  the  most  players  wins. 

Handkerchief  Tag  (4-5) 

A  player  is  chosen  to  be  “it".  A  knotted  handkerchief  is  given  to 
the  rest  of  the  players.  “It”  can  only  tag  the  player  holding  the 
handkerchief  in  his  hands.  The  players  endeavor  to  get  rid  of  the 
handkerchief  by  throwing  it  from  one  to  another.  Should  the  handker¬ 
chief  fall  on  the  ground,  there  is  no  one  for  “it”  to  tag  until  it  has  been 
picked  up  by  one  of  the  players. 

Circle  Soccer  Ball  (4-7) 

The  players  are  formed  in  a  circle  facing  inward  with  a  leader  in 
the  center  who  tries  to  kick  a  soccer  ball  so  that  it  will  roll  (not  leave 
the  ground)  and  pass  between  two  players  in  the  circle.  The  circle 
players  roll  it  back  with  the  feet,  or  if  it  goes  out  of  the  circle  the  player 
on  whose  left  it  goes  out  then  takes  the  leader’s  place  in  the  center. 

Stealing  Sticks  (6-7) 

The  ground  is  divided  into  two  equal  parts,  with  a  small  goal 
marked  off  at  the  rear  of  each  part,  in  which  six  sticks  are  placed.  Each 
player  who  reaches  the  enemy’s  goal  safely  may  carry  one  stick  back  to 
his  own  goal  and  may  not  be  caught  while  carrying  it  back.  If  caught 
in  the  enemy’s  territory  before  reaching  the  goal  a  player  must  remain 
a  prisoner  in  the  goal  until  touched  by  one  of  his  own  side;  neither 
may  be  caught  while  returning.  Any  player  may  catch  any  opponent, 
except  under  the  rules  stated.  No  stick  may  be  taken  by  a  side  while 


47 


any  of  its  men  are  prisoners.  The  game  is  won  by  the  side  gaining  all 
of  the  sticks. 

Long  Base  (4-5) 

Ground  is  marked  with  one  base  for  home  and  one  long  base  to 
which  players  run.  Players  are  divided  into  two  teams,  one  in  the 
field  and  one  in  line  near  home  base.  The  ball  is  thrown  up  and  batted 
with  the  hand  into  the  field,  and  the  batsman  runs  to  the  “long  base”. 
Any  number  of  players  may  be  on  long  base  at  one  time,  but  once  leav¬ 
ing  cannot  return.  If  a  runner  reaches  home  without  being  put  out, 
he  scores  one  point  for  his  team.  The  four  ways  in  which  a  player 
may  be  put  out  are:  By  a  fly-out,  by  striking  out  (one  strike  allowed), 
by  being  caught  out  at  “long  base”,  or  by  being  hit  by  the  ball  while 
running  to  or  from  base.  After  three  outs,  sides  change. 

Playground  Ball  (6-7) 

Spalding  official  guide  in  each  school  library. 


MAY 

Magic  Games  (Suggested  by  Supervisor)  (4-7) 

Guessing  Dimensions  (4-7) 

Various  pupils  are  called  on  to  draw  on  the  board  a  line  which  they 
believe  to  be  one  foot  long  (for  example).  The  nearest  correct  wins. 
They  may  also  guess  the  distance  between  certain  points,  as  height  of 
the  school  desk,  thickness  of  a  book,  etc.,  and  the  one  who  gives  the 
closest  guess  wins. 


Rule  of  Gontrary  (4-5) 

Have  a  large  piece  of  paper  or  a  handkerchief  with  two  or  more 
players  holding  it  tight.  The  leader  then  says  sharply,  “Let  go!”  and 
the  players  must  hold  tight.  If  he  says,  “Hold  tight!”  they  should  let 
go.  Quick  changes  can  be  made  by  the  leader  and  so  catch  the  players. 
When  a  mistake  is  made  by  a  player,  he  must  drop  out  and  some  one 
else  take  his  place. 


48 


Frades  (4-6)  (Girls  especially) 


Players  divide  into  two  equal  groups.  Each  retires  behind  its  goal 
line,  and  decides  what  trade  they  will  represent.  One  side  approaches 
other’s  goal  saying: 


“Here  we  come.” 
“Where  from?” 
“New  Orleans.” 


“What’s  your  trade? 
“Lemonade.” 

“Give  us  some.” 


The  approaching  group  goes  through  pantomime  motion  describ¬ 
ing  a  trade,  as  picking  peaches,  etc.  When  the  trade  is  guessed,  they 
break  and  run  for  home,  pursued  by  the  opponents,  who  catch  as  many 
as  they  can  and  keep  them  on  their  side.  That  party  then  chooses 
a  trade  and  approaches.  The  side  losing  all  its  players  loses  the  game. 


Playground  Ball 
General  review  of  all  playground  games. 


LIST  OL  HANDY  ARTICLES  LOR  GAMES  IN  CLASSROOM 


Small  ball  of  worsted. 

Bean  bags. 

Whistle. 

Two  sets  of  letters  of  the  alphabet. 


Clothes  pins  or  wooden  spools 
String. 

Pins. 

Needles  and  thread. 


Ruler. 


49 


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